DAILY LIFE CURRICULUMS

issues related to training processes and knowledge building with teachers

Abstract

The article assumes that schools are spaces for producing knowledge, meanings and values which challenge the hegemony in curriculum production. It shares the understanding that school knowledges produce and operate networks for action and knowledge which are constitited throughout the trajectories and in multiple situations by which we become teachers. It brings awareness to the results of a research articulated with an extension project made with Basic education teachers - who teach elementary school - in public schools of two Rio de Janeiro towns. Through working with scholar narratives, it debates on the contribution of producing more solidary and democratic construction practices as forms of resistance based upon the schools' daily routine, producing knowledge which contributes to the training of teachers committed to social, cognitive justice.Based upon the research, it discusses theorical-methodological paths for the curriculum, problematized through collective training processes with teachers and developed before the unlikeabilities, common denominators and complexity of schools' daily routines. Amongst the methods prioritized for research development, we have adopted strategies of study and intervention which include debate circles and production of narratives (written and oral) which raise the network for knowledge production amongst teachers.