THE CONSTRUCTION OF THE CURRICULUM IN THE SCHOOL PROGRAM ZÉ PEÃO

Abstract

This article proposes a reflection on the discourse of curriculum making at Zé Peão School Program (PEZP). With more than two and a half decades of existence, PEZP is an extension experience, on the youth and adults education field, along with the formation of literacy teachers bound to UFPB licentiate degrees. To PEZP, curriculum is a quotidian construction that takes in consideration the experience amass from pedagogical deeds and the learning interests of the worker-students. This is a PhD research excerpt, of a qualitative approach. It does a documental analysis, from the perspective of Archeological Analysis of Discourse, by Michel Focault (2000). The curriculum that guides PEZP activities aims the formation of critical and participative individuals (IRELAND et al., 1998). The programs offered by PEZP (“Alfabetização na Primeira Laje” e “Tijolo Sobre Tijolo”), associated to scholar activities, aim to widen the worker-student world view for beyond the work enviromment, in a sense of making possible the experimentation/living of other social and cultural contexts that he have not had access to. The discourse of curriculum making on PEZP points out to a dialogue relation with curriculum critical and post-critical theory, and the principles of Popular Education, specially under influence of Freire’s ideas. On this dialogue, the social themes that guide the school content curricula are constructed.