“There is more presence in me than what I lack”: the policy for the New High School and the daily life of three public schools in the state network of Paraíba

Resumen

RODRIGUES, Ana Cláudia da Silva; ALVES, Miriam Fábia  y  SUSSEKIND, Maria Luiza. “There is more presence in me than what I lack”: the policy for the New High School and the daily life of three public schools in the state network of Paraíba. Educ. Teoria Prática [online]. 2024, vol.34, n.68, e57. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v34.n.68.s18644.

In order to contribute to the discussions about the Curricular Policy of the “new” Secondary Education, we aim to present reflections on the research we developed with the aim of understanding how thinkingpractitioners from institutions that offer this stage of teaching subvertconstruct their curricular processes and create/recreate /share knowledge meanings in institutions in the state network of Paraíba. Methodologically, we operate with everyday life as a “spacetime of production/creation/invention of knowledge – and curricula” (Oliveira; Süssekind, 2017, p. 1) and we weave through complicated conversations (Pinar, 2007; 2016; 2017) the knowledge produced and disregarded by curricular policies. We highlight that this knowledge goes far beyond content prescriptions, it is woven into the scope of possible experiences, in the attitudes and actions of teachers and students who give existence to a curriculum created on the school floor. These weaves between threads (conversations) and knots (curriculum policies) become plots, which represent the necessary resistance, as they transgress the impositions of contentdisciplinesgrades (Süssekind, Gomes, Cavalcante, Tkotz, 2023) and enable other links present in universities-schools and which are missing from the policy for the “new” Secondary Education.

Palabras clave : Curriculum policies; High school; Daily life; Conversations.

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