CURRICULUM, TEACHING AND EVERYDAY

emancipatory possibilities in times of authoritarian regulation

Authors

Inês Barbosa de Oliveira Rio de Janeiro State University and Estácio de Sá University, Brazil. https://orcid.org/0000-0003-4101-3919
Patrícia Raquel Baroni Federal University of Rio de Janeiro, Brazil. https://orcid.org/0000-0003-1570-9816

DOI:

https://doi.org/10.22478/ufpb.1983-1579.2020v13n3.56134

Keywords:

Daily Life, Curriculum, Resistances

Abstract

The present proposal for thematic dossier aims to promote a debate around the relationships established between official educational policies and daily practical policies (OLIVEIRA, 2013), understanding that the latter modify, reinvent and use in their own way (CERTEAU, 1994) that that is given to them for consumption. Understanding with Ball (2016) that educational policies are not implemented or applied, but staged in schools by their practicing practitioners (OLIVEIRA, 2012), we seek in this dossier to demonstrate, through what the different authors bring us, that the regulatory processes authoritarian developed in the country since 2016 are not, and could not be, capable of erasing the wealth of possibilities and curricular creations that are placed in different realities and are the object of different theoretical reflections.

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Author Biographies

Inês Barbosa de Oliveira, Rio de Janeiro State University and Estácio de Sá University, Brazil.

PhD in Sciences Et Théories de L'éducation - Université de Sciences Humaines de Strasbourg. Full professor at the State University of Rio de Janeiro (UERJ) and adjunct professor in the Graduate Program in Education at the Estácio de Sá University.

Patrícia Raquel Baroni, Federal University of Rio de Janeiro, Brazil.

PhD in Education graduated from the Graduate Program in Education at the Federal University of Espírito Santo and Master in Education graduated from the Graduate Program in Education at the State University of Rio de Janeiro. Currently, Adjunct Professor in the Department of Didactics, Faculty of Education, Federal University of Rio de Janeiro.

References

CERTEAU, Michel de. A invenção do cotidiano: artes de fazer. Petrópolis: Vozes, 1994.

FREIRE, Paulo. Pedagogia da esperança: um reencontro com a pedagogia do oprimido. São Paulo: Paz e Terra, 1999.

OLIVEIRA, Inês Barbosa de. Currículo e processos de aprendizagemensino: políticaspráticas educacionais cotidianas. Currículo

sem Fronteiras, v. 13, n. 3, p. 375-391, set./dez. 2013.

OLIVEIRA, Inês B. O Currículo como criação cotidiana. Petrópolis, RJ: DP et Alli, 2012.

SANTOS, Boaventura de Sousa (org.) Conhecimento prudente para uma vida decente: um discurso sobre as ciências revisitado. São Paulo: Cortez, 2004.

SANTOS, Boaventura de Sousa. Pela Mão de Alice: o social e o político na pós-modernidade. São Paulo: Cortez, 1995.

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Published

2020-11-10

How to Cite

OLIVEIRA, I. B. de .; BARONI, P. R. CURRICULUM, TEACHING AND EVERYDAY: emancipatory possibilities in times of authoritarian regulation. Curriculum Space Journal, [S. l.], v. 13, n. 3, p. 341–344, 2020. DOI: 10.22478/ufpb.1983-1579.2020v13n3.56134. Disponível em: https://periodicos.ufpb.br/ojs2/index.php/rec/article/view/56134. Acesso em: 22 nov. 2024.

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Issue

Vol. 13 No. 3 (2020): CURRICULUM, TEACHING AND EVERYDAY emancipatory possibilities in times of authoritarian regulation

Section

Presentation

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