Abstract

LACERDA, Eliane Fernandes de  and  OLIVEIRA, Inês Barbosa de. The curriculum practiced thoughted from a public school of Angra dos Reis: in search of cognitive justice and the construction of a social emancipation. e-Curriculum [online]. 2016, vol.14, n.4, pp.1213-1235. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2016v14i4p1213.

This paper comes from a dissertation of Master of Education whose field research was carried out in a municipal public school of Angra dos Reis/RJ. It aims to understand the resumes that are routinely tissues by the teachers and professors and their possible emancipatory potential, despite the growing process of disqualification from public school, their professional and actions. It develops from a theoretical-political-epistemological and methodological approach of research in/from/with school in daily life, through a dip in every way providing opportunities for observations and conversations, which originated the stories told/lived. It supports the idea that practitioners thinkers weave the practiced-thinks curriculum, which may be registered practices with emancipatory potential, guided by the search for cognitive justice. It assumes that the daily practices weave multiple knowledge, valid and need to be recognized, it does not boil down to the modern western hegemonic culture presents as legitimate, formal knowledge. It aims to contribute to make visible and understanding of these curricula, may favor the democratization of schools and society, contributing to the fabric of social emancipation. We conclude that the idea of imposing a single curriculum is an authoritarian illusion of the official spheres, and we also recognize a relevant emancipatory potential in the pedagogical practices researched, insofar as they promote horizontal dialogue among the knowledge.

Keywords : School in Daily Life; Praticed-Thinks Curriculum; Cognitive Justice.

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