The arts of saying: narratives and experiences of teachers in/of/with everyday school day, living space and curriculum
The article seeks to analyze the possible relationships that are woven between common sense knowledge and school knowledge, considering the networks of creation, interpretation and attribution of teachers, articulated in everyday practices at school. The study included five teachers from a school in...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2024 |
| País: | Brasil |
| Recursos: | Associação Brasileira de Pesquisa (Auto)Biográfica (BIOgraph) |
| Repositório: | Revista Brasileira de Pesquisa (Auto)biográfica |
| Idioma: | português |
| OAI Identifier: | oai:ojs.revistas.uneb.br:article/11201 |
| Acesso em linha: | https://www.revistas.uneb.br/index.php/rbpab/article/view/11201 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Cotidiano escolar Currículo praticado Espaço vivido School Daily Life Curricula Practiced Living Space Vida Cotidiana Escolar Currículo Practicados Espacio Vivido |
| Resumo: | The article seeks to analyze the possible relationships that are woven between common sense knowledge and school knowledge, considering the networks of creation, interpretation and attribution of teachers, articulated in everyday practices at school. The study included five teachers from a school in the municipal public education network in Salvador/BA, working in elementary school I. With a phenomenological option, in which experiences are fundamental, we highlight a methodology that uses the teachers' narratives both in moments informal and in the focus group. The data produced allowed us access to an undocumented history, from which common sense knowledge emerges from the Social Representations of Lived Space, understood as practical knowledge that reformulates the curricula practiced in schools and that reiterates the understanding of the curriculum as networks of knowledge and expression of everyday life. |
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