Arquitetura e cotidiano escolar: a produção Curricular nas Séries Finais do Ensino Fundamental da Escola Córrego do Milanez/São Mateus-ES

Abstract

This research investigates the curricular production of the “Córrego do Milanez” Elementary School/São Mateus-ES, by analyzing the school daily life with focus on the architecture, the guiding documents and their pedagogical practices. Focusing on the broad understanding of curriculum, it is intended to understand the uses that are made by the subjects involved in the space in daily school life. The researched school adopts formal proposals of urban curriculum, in its essence, in the final grades of the Elementary School, although it receives students from rural areas, coming from diverse communities, mainly in the afternoon shift. This factor was preponderant for the research to be thought and performed. To understand curriculum as everything that is felt, lived and practiced, we follow the reflections of Carvalho (2009) and Oliveira (2005). In this deepening in issues related to daily life we anchored the research in the studies conducted by Certeau (2005), adopting mainly the concepts of strategies and tactics. Due to the complexity of the researched school’s context, especially the relationship between countryside and city, we entered the context of Rural Education, with reflections from Caldart (2004a); (2004b), to understand the transformative movements that exist in this space and dialogue between the school and the rural area. In order to enter the school context and daily life, together with the research subjects and considering our subjectivities, we conducted a qualitative research that supported an action research. The issues highlighted in this paper, related to architecture and school daily through the curricular pedagogical practices, made possible the broadening of the understanding of the school curriculum, with its singularities propitiated by local demands and experiences, according to what is strategically imposed. Thus, it was possible in this investigation, to understand the meanings proper of the subjects in the spaces and times of the school in their daily experiences