Banca de DEFESA: MARIA JOSÉ FIRMINO DA SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : MARIA JOSÉ FIRMINO DA SILVA
DATE: 16/12/2021
TIME: 14:30
LOCAL: REMOTO
TITLE:

Curriculum experiences and co-authorship of self: poetic understandings of high school students’ speeches from a state public school in Tucano/BA.

KEY WORDS:

Curriculum experiences. Co-authorships of self. Poetics

PAGES: 185
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This thesis, linked to the Graduate Program in Education at the Faculty of Education of the Federal University of Bahia, investigates the relation between curriculum experiences and co-authorship of self in a movement of re-existence. Taking into account that it is prior to the currentscenarioofBrazilianeducationwhichcurriculumpolicieshaveinexorably institutionalized the historic duality of High School education, especially in the last five years. Law no. 13 415 of February 16, 2017 (BRASIL, 2017)-High School Counter-Reform Law- and the approval of the Common National Curriculum Base (CNCB) seeks the compulsory professionalization for the job market for daughters and sons of workers with an emphasis on competencesandabilitiesascentraldevicesoftheireducationprocesses.However, understanding that students are co-authors of curricula, they interfere, recreate, tension and alter these policies through their curriculum acts. Thus, the objective of this thesis is to answer the following research question:How do curriculum experiences contribute to high school students poetically become co-authors of themselves?Therefore, this investigation opted, methodologically, for critical and multi-referential ethno-research whose singularity lies in listening to its subjects as theorists of their daily experiences, full of contradictions, driftsandparadoxes.Ethno-researchisgeneratedmainlyfromtheassumptionsof phenomenology,ethnomethodologyandmulti-referentiality.Thus,tounderstandthe contributions of curriculum experiences for high school students to poetically become co- authors of themselves it is necessary to listen sensitively to the beings in their incompleteness. It is through this that students and teachers teach and learn relationallythrough the proposed debates,theconversations,therespectforthedisplacementandtheautobiographical narratives of the students and their sentient welcoming. This poetic understanding, evidenced in the research findings, is an opening to the opacity, ambiguity and ambivalence of language that is constituted as speech and silence. In its fringes inhabit the senses and co-authorship produced by students, experiencing themselves as others through seminars, readings of literary works and their rewritingin theater codes and problematization and intervention projects-still according to the conclusions-in addition to the Journey of Knowledge in which disciplines integrate and students work from different reference systems. Due to their ethnoconstitutivepoiesis, co-authorships also break disauthorizing curriculum experiences when students produce instituting movements by discarding the game of what is imposed on them.

BANKING MEMBERS:
Presidente - 2198885 - ROBERTO SIDNEI ALVES MACEDO
Interna - 4349430 - DENISE MOURA DE JESUS GUERRA
Externo à Instituição - JOSE JACKSON REIS DOS SANTOS - UESB
Externo à Instituição - LEONARDO RANGEL DOS REIS - IFBA
Externo à Instituição - MIGUEL ALMIR LIMA DE ARAUJO - UEFS
Externa à Instituição - SILVIA MICHELE MACEDO - UFRB