Currículos em redes e movimentos de ocupações nos cotidianos do ensino médio: ou sobre juventudes e resistências

Abstract

The research was an attempt to present how the movement of occupation of a school building by high school students from the state network in Espírito Santo provoked implications in the curricular discussions. The young people's speeches called for everyone to assume the differences between their friends and also respect for them as a way of empowerment to produce a school without exclusion. The desire for interaction between them and the sense of solidarity are very strong. The conversations present processes of appropriation and reorganization of school everyday lives. Through authoritarian processes, those school everyday lives have been imposing a High School curriculum reform that aims to follow a standard curriculum that composes the Common National Curricular Base. Such reform is a device, whose forces sometimes enunciate a pastoral power with its dogmatizing scientific determinations, sometimes with the exposures of different ones as strangers to be executed under subtle tortures, producing an atrocious competitive ambience. They frequently enunciate the discipline as a canon of the school institution. Sometimes such forces predominantly increase subjection by permanent monitoring of the students' subjectivation processes, even with an apparent freedom of fluidity. The research bets on inventive, ethical, aesthetic and political dimensions of these occupations considered as movements of resistance to the control mechanisms of the standard curriculum of the High School reform. Researching with everyday life was a political betting in the condition of educator-researcher, believing in the creative capacity of practices, always investing in the production of a doing-knowing in the daily work at school. Inhabiting these interstices problematizes the nomadic condition of youth, which is always tensioned by identity fixity. Being a nomad exposes the complexity of conflicts of interest when it comes to the school curriculum, and especially the high school curriculum. The authoritarian ways of implementing the educational projects in Espírito Santo and the struggles against these modes are examples of this scenario where the high school students had a decisive action of slips, unstabling and discrediting governments. Slips, which will constitute profound changes in everyday life relations of this school. Based on the conversations with students as a field of multiplicity of their own, the school curriculum, after the occupations, presents itself as fluid hierarchical relationships.