Narrativas sobre a construção do currículo na Escola Municipal Antinéia Silveira Miranda: um caminho de experiências e (trans)formações

Abstract

The work presented here focuses, through the narratives of teachers, on the construction process of the Municipal School Antinéia Silveira Miranda curriculum, the only school of integral education of 3rd and 4th cycles (middle school) of the Municipal Education Network of Niterói - Rio de Janeiro. For this purpose, it discusses the experience of the implemented curriculum, the paths taken by the group of teachers to carry out the curriculum and their relationship with the educational policies of the municipality, raising the following study questions: Does the teacher's formation contribute for curriculum construction? How did the postgraduate course held by the group collaborate in the construction of the school's curriculum? Is there any influence on the school's curriculum project of public policies proposed for the Municipal Education Network of Niterói? The theoretical-methodological approach is part of the field of (auto)biographical research that narrates school daily life in a triple and inseparable perspective: the experience, the plot and the understanding movements of what was narrated. The sources include the narrative of the teachers who participated in a postgraduate course carried out in service, conversations with two colleagues, both teachers, and narratives by the autoraprofessorapesquisadoragestora (author-teacher-researcher-manager). The hermeneutic understanding was developed in the sense of sharing the experience and the plot through conversation with the co-authors, the participating teachers, and the narratives intertwined with the studies developed throughout the postgraduate course, carried out collectively for and by the school teachers. The teacher training research lived in/with the school indicates the conversation as a rhizomatic action that enhances the word making it other and polyphonic, assuming also the availability of listening and being affected, of being available for the exercise of dialogue with the other, welcoming the otherness of the diverse, making it possible to break out, overflow, mess, extrapolate and destabilize us and the other to the same extent. Therefore, this is a research that walks along a road of continuous retracing of already known routes, and which is characterized by a state of unfinished business, as there is still much to explore regarding the lived experience.