A Política de Programas/Projetos e a Construção do Currículo numa Escola de Comunidade Rural

Abstract

This research analyzes the recontextualization process through hybridism in the curricular programs/projects experienced in a rural community school in the city of Mossoró-RN. The school provided a recontextualization through hybridism of these programs/projects, that conducted us to provide a performativity culture and a responsibility politics in municipal education. I have opted for an ethnographical research, a kind of investigation whose concepts of recontextualization through hybridism are assumed, according to Lopes (2004); 2005; 2005a) and the concept of performativity, according to Ball (2005; 2002). In order to accomplish the investigation, I have carried out some participant observations, diary registration, papers analysis, questionnaire application, and opened and semi-structured interviews. In this perspective, we have inserted this thesis in the cultural studies field, considering meaning construction by subject as central for the comprehension of curriculum programs/projects recontextualization. Based on those reflections, I have proposed some provisory and contingent conclusions to indicate that in the processes of school curriculum production in which the research was performed, I have observed teaching action in the construction of curriculum programs/projects, at the same time that they impact the curriculum, contributing for changes in behaviors and actions