Resumo

SIMOES, Ceane Andrade. IN THE DIASPORA AND CROSSROADS OF SCHOOL DAILY LIFE: The crossings of the curriculum practiced in a municipal school in Manaus. Revista Teias [online]. 2022, vol.23, n.69, pp.50-59.  Epub 28-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2022.66104.

This article emerges from the doctoral research in Education, still in progress, interested in understanding the educational experiences of EMEF Prof. Waldir Garcia, a school community made up of subjects from different diasporic movements in the city of Manaus, and who, despite not being invited to compose the humanity club, in the words of indigenous leader and thinker Ailton Krenak, still insist on inventing and creating their knowledge and existences. Faced with the presence of children from the Haitian community, who arrived in the city of Manaus in the migratory flow that took place in 2010 and, more recently, from the Venezuelan community, whose presence intensified from 2018 onwards, the objective of this work is to discuss that the The core of the curricular experiences produced in this school adheres to a border perspective, of crossroads, entangled in dialogue with the diasporas lived by its subjects and that erase and disorganize the limits and controls imposed on the school. The theoretical-epistemological-methodological framework of this discussion is linked to the field of studies with school routines and their practiced curricula, as well as to the Pedagogy of Crossroads. The reflections on this school community allow us to see that its practiced curricula may be incorporating the swings and voices of the subjects that integrate it and the way they attribute meanings, perform and narrativize the practices of education, life and art on the ground of the school, transcreating and (re)territorializing their multiple existential experiences and identity processes.

Palavras-chave : curriculum practiced; pedagogy of the crossroads; curriculum diaspora..

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