Redes de saberesfazeres, complexidade e tensões : os cotidianos do ensino médio de uma escola pública do Espírito Santo
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Data
2013-12-17
Autores
Santos, Geraldo Ferreira dos
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Universidade Federal do Espírito Santo
Resumo
Science and its truths have become an essential device within schools everyday. These knowledge are thread with other that, depowered and silenced, stay within the interstices of modernity hegemonic discourses in school, causing tensions. Empowering the occurrence of these nets in the everyday may intensify those tensions and, hence, jolt this science domain. The
many possible ways to be taken as threading unprivilege any know-how selfconsidered to be exclusive. Assuming the metaphor of the nets the school
practioneers can potentialize the inter-relations that happen in life. The removal
of hierarchical power instances of knowledge, threading them and the
supporting sharing of the practicestheoriespractices, does not mean the authority dilution. Now authority meets a new role that constitutes a net of
shared authority relations. We wish to notice these multiple senses and to
problematize how powerful they are or not to life. We took part in classes with
students and later invited them to conversationsinterviews, recording and
photographing these moments. We wandered, in the morning and night shifts,
all of its spacetimes, connecting us within thread nets. We have chosen to be in general high school classes and within Adult and Youth Education. The
interviewsconversations were developed with three students each, always from
the same class, so that a conversation would be established and the school
everyday senses production could be more potentialized. Among the interviewed students the most common desires, beyond scientific knowledge, were the sports’, arts’, literature’s, religious’, professional training’s, dance’s,
singing’s, educative campaigns’ and trips’ activities. The friendship and other
kinds of relationship, such as teacher-student, have been frequently quoted by
students in the interviewsconversations. It has not been possible to fully install
the modernity precepts in schools. Therefore, there is a visible impoverishment of scientific behavior within the researched public school’s everyday. These school spacetimes are where one can experience. Despite the modern speech producing apparatus that prevents the experience, this control is followed by many escape mechanisms. It is through students’ “voice” that the schools
absences appear. Th students’ “voice” is the great presence within school and
its great potency. Maybe that is the greatest loss within school educational
context.
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High school , Curriculum and everyday , Complexity , Know-how nets , Cotidiano escolar , Ensino – Currículo , Currículo e cotidiano , Redes de saberesfazeres