Resumo

PEREZ, Carmen Lúcia Vidal  e  ALVES, Luciana Pires. Diálogos extemporâneos no cotidiano escolar: a pesquisa com as crianças. ETD [online]. 2012, vol.14, n.01, pp.281-298. ISSN 1676-2592.

Injustices Cognitive Research: giving new meaning to the concepts of cognition, learning and knowledge in the school routine, which we have been developing since January 2008, at the Municipal School Ana Nery - SME-D, de Caxias / RJ, seeks to investigate the production of knowledge about reading and writing by children of the working classes considered by the school as having "learning difficulties". The children with whom we surveyed live on the periphery of the periphery: the neighborhood of Jardim Gramacho -landfill located in the municipality of Duque de Caxias and surrounded by slums. Most families have at the dump their source of income. We discuss the operative logic of children in their daily relationships, taking for granted the assumption of Boaventura de Sousa Santos that social injustice is directly related to "cognitive injustice." The use of this concept led us to think in school settings: to what extent the concept of cognition with the school work is imbued with the dynamic tools of cognition, limiting the field of action of teaching practices, it disregards the possibilities of invention and problematization? What emerges when we look for fracturing the discourse of "learning difficulties" and how these can be "read" from the perspective of cognitive injustice? Instigated by these issues, we investigate the formulation of new possibilities for educational activities from reviewing school-expansion of the concept of cognition, linking it to a political-epistemological perspective founded on the concept of "cognitive injustice."

Palavras-chave : Learning; Knowledge; Research; Children.

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