Processos emancipatórios em experiências com leituras no Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso – IFMT

Abstract

This master's research sought to understand the role of reading in the emancipatory process, based on understandings of the field of research in / of / with everyday life. It was carried out with high school students from the Federal Institute of Education, Science and Technology of Mato Grosso - Campus Cel. Octayde Jorge da Silva. The specific objectives were as follows: to map practices with reading at school that point to more emancipatory processes in the relationship with students and their knowledge; seek, in dialogue with other teachers, to reflect on the practice and build knowledge in relation to a more horizontal, collective and collaborative pedagogical practice. These reflections allowed us to perceive, together, the multiple networks that are woven in the school routine and that are invisible due to curricular rigidity; we realized the experiences that were being wasted and that are available in the school's space-time; we realize that when we work with a more flexible curriculum, our potential is revealed and the work becomes richer and more diverse. It is a qualitative research and has as theoretical and methodological basis the contributions of Nilda Alves, Alexandra Garcia, Paulo Freire, Boaventura de Sousa Santos and Michel de Certeau. This work was developed in two stages. In the first, a questionnaire was applied with questions related to the habit of reading, so that it was possible to draw a profile of the participating practitioners (CERTEAU, 2014). In the second stage, with the “Literary Café”, the investigation sought possible epistemological shifts among practitioners by sharing experiences with plural readings that could contribute to the emancipatory process. This was a meeting thought collectively, opening up possibilities to mobilize and guide the interests and aspirations of practitioners, valuing choices and student leadership. We conclude that the trajectory carried out so far has allowed the construction of knowledge thanks to exchanges with school practitioners. We realized that plural readings can enable the construction of knowledge and that student leadership contributes to a more egalitarian teaching practice.