Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso) (Dec 2014)
SOBRE A POTÊNCIA INVENTIVA DAS PRÁTICAS CURRICULARES E FORMATIVAS: ESPERANÇAS E "CURTIÇÕES" DE EDUCAR
Abstract
This article is a texture of the different threads that compose our doctored research, completed in 2011, through the PPGE/UFES. Held in different public schools and at the SEME in Vitória-ES, with the purpose of thinking the curricular political-practices and continued formation of teachers in the entanglements of these contexts. To do so, theories of studies of daily practices are used by the realization that, in this context, multiple dimensions and circumstances of constitution of these pedagogical political-practices that entangle the teacher´s knowledge, actions, values, faculties, affections, meanings and cultures, are coexisting. Methodologically, the article intents to research with the daily practices for contextualizing and Certeau (1994) as the main representative of the conversations with the practitioners who inhabited the contexts of the research. The data produced indicate the importance of a sensitive look at our relationships with schools, considering the multiplicity and complexity of curricular inventions and formation processes that potentiate these daily practices.
