Ensino, Educação Básica e Formação de Professores

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http://repositorio.ufes.br/handle/10/17479
Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores

Centro: CCENS
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URL do programa: http://www.ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC

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Navegando Ensino, Educação Básica e Formação de Professores por Assunto "Cartografia"

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    Cartografando forças semióticas que atravessam a escola enquanto espaçotempo: um ensaio sob a ótica filosófica e curricular
    (Universidade Federal do Espírito Santo, 2024-07-03) Jubini, Rita de Cássia Moreira; Brandão, Helen Moura Pessoa; https://orcid.org/0000-0003-0106-3735; http://lattes.cnpq.br/; Bortoleto, Edivaldo José; https://orcid.org/0000-0002-7748-8361; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Bregonci, Aline de Menezes; https://orcid.org/; http://lattes.cnpq.br/; Vieiras, Rosinei Ronconi; https://orcid.org/; http://lattes.cnpq.br/
    This work explores education from a philosophical perspective, employing a cartographic hodós-metá that develops within skholé as a profane space, disconnected from the conventional usage of knowledge. The study discusses the implications of Integrated World Capitalism on education, arguing in favor of a school free from the demands and expectations of the neoliberal market, and suggests a curricular essay that reclaims the vital role of the school’s spacetime in contrast to digital advancements, questioning how education can be thought of in an existential way and how it can promote desire assemblages that act in accordance with the multiplicity inherent in its everyday life. The overall objective is to reflect on education through a philosophical lens, offering a perspective that contributes to valuing the school as a spacetime in its multiplicity. Through the mapped routes, this work conceives the school as an irreplaceable territory for dialogues on the affects that traverse bodies, functioning as a space where non-verbal language transforms into a metaphysics of difference promoted by encounters. In this context, the nomadic curriculum is endorsed and affirmed as an assemblage capable of defining itself according to school manifestations. Education, here, is perceived as a flexible philosophical value, capable of organically embracing the flows of multiplicity, conceived as a fluid process, supported by an environment conducive to experimentation and discovery, a fertile terrain for valuing unfinished curricular movements, reaffirming them as signs of the profane, the interior, the human condition, and the creative potential in a state of constant elaboration.