Produção cultural do currículo e a Sala de Aula Revoluti: entre tensões e negociações

Abstract

This work aims at investigating the cultural production of the curriculum triggered by the onset of technology in school, specifically in the classrooms. For such, the Projeto da Sala de Aula Revoluti has been taken as object of study. This project presents an infrastructure of the classroom with the use of computers, proposing other possibilities of organization and development of the processes of teaching and learning. This research is made up of a case study from the installations of the room Revoluti and its use by classes of the initial years of the Elementary school of the Instituto de Aplicação Fernando Rodrigues da Silveira CAp/UERJ. Considering the appropriateness and the relationship with the technology available in/for the classroom Revoluti, as well as the technology the subjects make use individually and collectively, as language that modifies the intersubjective relations, constituting the subjects in the relations with the other (BAKHTIN, 1998). In this relation, we understand the subjects enunciate culturally feelings for the production of the curriculum, having in view the production of identities which constitute themselves in chains of subjectivities, amidst ambivalent relations of power (MACEDO, 2006), in a way that we understand it to be a continuous, fluid production and that constitutes in-between, under the specter of difference (BHABHA, 2010). Such cultural production reveals itself in the political practice of the subjects, in which we assume that politicy is inherent to a daily practice of the subjects (MOUFFE, 2005; BURITY, 2010) that, when negotiating the sense in practice, in a discursive chain (BARREIROS; FRANGELLA, 2010; LOPES; MACEDO, 2011), produce senses for the political production of the curriculum. The research was developed from the observation of the classes of the initial years of the Cap in their practices in/out of the classroom conventional and Revoluti - , as the possibility to give an exceeding of vision (BAKHTIN, 1998). We also recurred to audio recordings, photography and images captures along the observations. In our analyses, we have problematized the curricular which constitutes itself in the initial years of the institution, considering the different contexts which produce meaning, but especially the curricular policies that are developed in the context of practice, as the legitimate context of production of the curricular policy (BALL, apud LOPES; MACEDO, 2011), considering the students as well as their teachers as producers of curriculum.