Learning in education from research with schools and teachers: the “Ecological curricular creations” project
DOI:
https://doi.org/10.5212/PraxEduc.v.19.23731.098Abstract
This text aims to present the Public School Support Project, from the Carlos Chagas Filho Foundation for Research Support of the State of Rio de Janeiro (FAPERJ), titled “Ecological curriculum creations: teacher and student training in dialogue,” carried out in a mountainous region of the state of Rio de Janeiro, Brazil, which highlights how multiple fazeressaberes [doings and knowings] circulate in public schools. As a methodology, narratives were used, understanding them as a way to know and publicize the curricular creations of the practitioners at the school where the Project takes place. The text marks an ethical, aesthetic, and political attitude of commitment to individuals and their curricular creations, their effective possibilities for action, in the pursuit of overcoming the demeaning representations and general disqualifications of which public schools are victims. To this end, both the theoretical-methodological dimension of the field of everyday studies and narrative research and the epistemological dimension of everyday life itself are presented
Keywords: Public school. Everyday life. Narrative.
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