Os impactos das escolas nos ciclos a partir das experiências e sentidos dos professores

Abstract

Highlighting the current moment in which, many cities have been experiencing movements of resistance and withdrawal from organizing the school in cycles; and affirming, above all, the importance of the singular meanings that emerge in these flows, in addition to the meaning established by academic and official discourses, this research seeks to put into perspective not the “cycles‟ impact on school”, the most common place for analyses, but, precisely, its reverse, the one that remains unheard of: “school‟s impacts on cycles”. Starting from a brief approach to the historical panorama of cycles, from the “inspiring” proposals to the particularity of the city of Niterói, this research sought to accomplish what Deleuze and Foucault called a shift between academic and official proposals and the experiences of teachers. As a result, it points out some issues that emerge as an effect of the encounter with the multiple and heterogeneous forces present in the field of teachers‟ experiences, when they are able to break with the meaning established in the official proposals and clichés, paving the way for a problematic, nomadic movement, without fixed directions: which is the genesis of new senses.