Resumen

FISS, Doris Maria Luzzardi  y  BARROS, Rafael D'Ávila. School, curriculum and youth identities: meaning effects from the teachers' discourse. Educação. Porto Alegre [online]. 2014, vol.37, n.3, pp.369-380. ISSN 1981-2582.  https://doi.org/10.3703/set-dez201405.

This article thematizes the school due to its functions and juvenile identities since the establishment of interlocution with 23 teachers from Basic Education. This is from the research, done in 2012, which enables to bring reflections on the levels of objectification of the curriculum, the construction of the didactic-pedagogic planning and the students' comprehension as sociocultural subjects. Those aspects are considered based on discursive analysis of formulations produced by the teachers. Considering 46 testimonials, is is concluded from the analysis that, to the teachers, it remains being a challenge to see their students as subjects with a specific life trajectory that inhabit the school in many different ways. To produce a planning that has intentionality, and at the same time, is flexible seems to be a second challenge to the faculty work. In that sense, motivate an exercise in alterity, where the teachers put themselves in the place of the one who discovers the world from the curious investigation with the help of other subjects can be fertile path to personal and collective changes resulting from the invention of other proposals of possible methodologies, lesson plans and teaching practices.

Palabras clave : Students Identities; Curriculum; Faculty; Pedagogical Discourse; Discourse Analysis.

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