Currículo: movimento de vida, dentro e fora da escola!

Abstract

The presented Intervention Project was developed within the scope of the Professional Master's Degree in Education at Universidade Federal da Bahia; it discusses the theme “Curriculum: life movement, in and out of the school!”, contemplating human education/schooling that is understood as work in learning spaces: schools. The motivation for the present study comes from the desire of a teacher, coordinator and educational manager to stabilish places/times for formative reflections in school environment, that privilege the acquaintancement of the curriculum as a movement influenced by endogenous and exogenous school factors and directly interferes in the lives of the community members. The research started from the following question: How to develop curricular propositions that support the understanding of the school curriculum as a life process? The main objective of the present work was to understand how teachers, coordinators and school managers understand their feelings, thoughts, knowledge and curricular practices, proposing to the collective an intervention that supports the creation of spaces/moments for curricular (re)creation, linking them to the lives of the members of the educational community. The methodological path was guided by phenomenology, embracing complex thinking and a multi-referential stance, based on the following devices: i) Documentary research; ii) Bibliographic research; ii) Epistolary narratives, created from the exchange of letters between the researcher and research subjects. It is important to highlight that the style of the text was also developed from epistolary style of writing, which served as the research narrative, as well as the research methodology. As result, an intervention proposal was built with the group of research participants, aiming the legitimization of the innovative feelings, thinkings, knowiledge and actions in the curriculum field, when I also place myself as a protagonist involved in the process and expand a proposal with a technological bias, in a planning which, by highlighting the importance of the relationships between curriculum and life at school, seeks to create places to be read, maintained, revisited or reinvented over time.