Resumo

FERRACO, Carlos Eduardo. Curriculum, Culture and School Quotidian: affirming the complexity and difference in the practicing subjects' knowledge networks. LTP [online]. 2013, vol.31, n.60, pp.81-103. ISSN 2317-0972.

Abstract This paper problematizes the everyday curriculum of public schools in Vitória/ ES, involving the theories-practices that educators and students have created from the connections they have established between curriculum and culture, aiming, with these practitioners, to reaffirm complexity and difference as potencies that help enhancing knowledge. Highlighting the relationship between curriculum and culture is a result of our research on quotidian: when we realized that, even when engaged in projects aimed at combating discrimination, educators and students continue to produce many other forms of exclusion, while, at the same time, in the anonymity of everyday life, they invent survival tactics inspired in micro resistances which, in turn, function as the foundation for micro freedoms. Thus, understanding the networks created between culture and curriculum requires problematizing theories-practices invented within the movements of network creation. Realizing that only after the inquiry on the different contexts of the city public education we may be able to understand the powerful dimension of the complexity of schools, we have elected the following challenging issues to study: a) the association of the curriculum with the proposed curriculum and the pedagogy of cultural projects; b) the emphasis on ideas as local culture, cultural identity, originality, tradition and cultural diversity; c) the linear association of culture to folklore, customs...; d) the emphasis on touristic curriculum, based on a calendar of important dates; e) the proposition of educational activities involving themes such as violence, religion, sexuality, family..., strengthening a redemptive vision of culture; f) the invention of anonymous tactics-strategies that attempt to subvert the standardized notions of curriculum and culture of prescriptive texts, featuring the dimensions of politics, complexity and on-going indetermination of school quotidian.

Palavras-chave : Curriculum; Culture; Networks; Quotidian; Elementary School.

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