PRACTICED CURRICULUMS THINKING ABOUT EJA DAILY LIVES

translation conditions and procedures

Abstract

What happens in the school routines, in the teachers and students relation, the way they construct knowledge, affectiveness and how they interact in spaces-places in the daily use, it is always larger than possible that what is vertically established in the curriculum prescribed. To comprehend how are the practicesoftheenvisionedin this different curriculum in the daily education of Young and Adults education, and elderlies, and how the practioners of this educative modality resist the logic monocultural of knowledge and re-start knowledges, creating operational learning tatics, it comprehends objectives of this work. The comprehension of this reality preset-possible, it links itself tothe studies about the complex thinking, of the research nosdoscomthe daily the reflections about the sociology of the absences and emergencies. Thus, a deep dive in the daily routine of the teachers in this educative modality has characterized itself as indispensable methodological procedure so that it Will be possible to know, since inside, how these teachers have faced the established conditions by reality of the curricular hegemonic knowledge and what translation procedures have been produced in the interactions which maintain with a group. The linkage in the different curriculum practices has reaveld evidences of fight, of resistence and creativity, specific educative processes democratizing, contributing with the debate in the nowadays context of educational political reform, and in the way how knowledge produced in the EJAdo not come from the premise of a general knowledge, neither general ignorance.