Vida de professora: currículos como romance em escolas públicas do estado do Rio de Janeiro

Abstract

This thesis investigates and discusses possible ways of living and being a teacher from the curricular productions contained in teaching narratives. In this sense, it seeks to understand the processes of invention of the self and the other through self-fictionalizing narratives; to point out the processes that corroborate so that the inventive narratives make the knowledge produced by the subjects of the schools unfeasible; defend the power of this knowledge. The field of research is the daily lives of public schools in narratives inspired by these experiences and published on a page called “Teacher's Life” of a social network, Facebook. Methodologically it is affiliated with research with daily life and narrative research, considering the three-dimensional space of temporalities, people, and actions (CLANDININ; CONNELLY, 2015). It starts from three premises to think about the production of school curricula: that the solutions to global problems are local and provisional (SANTOS, 2019); that in the production of teaching work and from their doing-knowledge (GARCIA, 2015) there are important experiences and knowledge that cannot be wasted (SANTOS, 2019); and, that curricular unifications tend to promote the impoverishment of experience (SANTOS, 2019). narratives of curricular experiences mobilize the perception of the invisible powers of public schools and the curricula we produce or can develop rotate.