Um currículo em movimento: mudanças na configuração das Salas de Leitura do Município do Rio de Janeiro

Abstract

This work is part of the research "Curriculum: subject, knowledge and culture" and the research group "Curriculum, culture and difference," coordinated by Professor Dr. Elizabeth Fernandes de Macedo. In my research, I investigated the curricula for the Reading Rooms, spaces for the promotion of reading existing mainstream schools in the city of Rio de Janeiro since 1985. From analysis of curriculum documents that guide this program and contact with teachers who work or worked there, this research aimed to seek a better understanding of what is today the program 'Reading Room'. To do so, sought to portray as they were born in Reading Rooms Integrated Center of Public Education (CIEP), as expanded to all municipal schools and how to present the Basic Curricular Nucleus Multieducation (curriculum that was in effect at the Municipal School of Rio de Janeiro from 1996 to 2009). To understand and then portray the movements of its construction, the research was organized on the basis of documentary analysis of the resolutions and ordinances that Reading Room has received throughout its history. In this sense, I turned my attention to some of the changes by which the Reading Rooms now, looking from the documents cited, to investigate such changes in order to highlight the political alliances that formed and how these changes stirred and stir in the proceedings that shape teachers these same spaces. From what has been searched, then sought state the production and experience of the curriculum in the Reading Room. Based on post-structural discussions of the curriculum field, interpreted and analyzed creations such as curricula and continuous utterances senses. With this perspective, operated on with the idea of a curriculum that is continuously, which allowed the questioning regarding the dichotomy so expensive curriculum "experienced" and "writing", although it seems that a distinction overcome, this was present in everyday school with who had contact during the field survey. After the theoretical discussion and analysis of the curricula that guide the operation of the Reading Room, I chose to interview people involved with this space in order to understand their readings about the movements experienced in its constitution. In this sense, I made a note in the Reading Room for almost two years, in order to be present in this universe. Amidst all these experiences and experiences that changed and guided the writing of this dissertation, and finally bring the empirical data that support my analyzes and show that teachers in the Reading Room, although it does not recognize, others produce curricula beyond the curriculum "ready" to come to their classrooms.