Resumo

FIGUEIRA, Sandro Tiago da Silva. INHABITING TEACHING IN THE MEANING SPACE OF THE SCHOOL: collective resonances in formation. Revista Teias [online]. 2023, vol.24, n.75, pp.176-188.  Epub 26-Dez-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2023.75868.

In this text we question a continuing education action carried out with teachers of the initial years of elementary school in a municipality in the Northwest of Rio de Janeiro about the dimension of the experience in the school space and the plots provoked. It is assumed that the spatiality of schools resonates didactic scriptures and pedagogical confluences that promote social and cognitive justice when vivified in unity, that is, when the reductionism of this as a neutral and prescriptive scenario of action is overcome. We rely theoretically on studies that recognize that space is not constituted separately from experience (Passegi, 2010; Delory-Momberger, 2012) seeking to understand: in what way does the school spatial dimension (re)configure the teaching experience? Thus, through the qualitative methodological path anchored in the thematization (Fontoura, 2011) we aim to access and problematize the multiple perceptions uncovered in / with the daily space of making schools in the relationship with teachers and their pedagogical practices that lead to the contextualized understanding of the school in order to overcome curricular norms that functionalize teaching to the demands of the market.

Palavras-chave : continuing education; space meaning; curriculum; teaching..

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