Escrevinhações-curriculantes por saraivadas po-éticas

Abstract

By outlining for this thesis, the objective of problematizing the implementation effectiveness of a curricular prescription – Municipal Curricular Guidelines of the Municipality of Guarapari/ES – amidst the cartographies of the multiple everyday inventions produced in the teacher-student relationships with the intention of in capturing the poetic forces of a life with the schools, we run into the unpredictability of the pandemic context immersed in a misrule. In this sense, we bet on research in education that thought of the curricular modes as a poetic-literary force that leaked through life-writings that wished, and is still able to wish, to enjoy other possibilities in the field of curricula. It also aimed to defend public schools as spaces-times for the invention of vital policies in a time of educational dismantling. In an election year, it is urgent to affirm the public and political place of education in Brazil. We find an active power in the act of writing. Writings that emerged from a curriculum training experienced with education professionals in the municipality of Guarapari/ES and took place virtually and in a face-to-face meeting between May and August 2021. Misaligned writings thread by thread in the composition of a life that asked and perhaps, still asks, for breathing. Writing as a method, a process and a way of escaping what has imprisoned bodies in the time of social distancing. Write how to meet with… By producing the data for this research in a time of pandemic and denialism, we affirm that researching with the school routine is possible in the face of the events that cross the ways of existing. Schools resist! The theoretical-conceptual contribution found, in Deleuze and Guattari's philosophy of difference, a way of creating tangled lines to crack the hegemonic ways of production and, thus weave other curricula writings through poetic flash floods. We defend poetic writings as a curricular mode. Curricula that are invented when the appetite for a life summons a vital breath amid the toxic air. Curricula that arise poetic-literary lines and may, or may not, be thought of as active weapons of a nomadic war machine woven into everyday school life. Therefore, when writing this thesis problematizing the curricula practices invented with the school daily life, we find poetic-literary lines that leaked into artistic signs in an alliance with a life (DELEUZE, 2002)