As emergências e as ausências no cotidiano do laboratório de aprendizagem da unidade Humaitá I do colégio Pedro II

Abstract

This dissertation seeks to reflect on pedagogical practices of the Learning Laboratory (LL) of Pedro II School, Humaita I Unit. This laboratory is discussed as an alternative curriculum on emancipatory inspiration. This laboratory was created in 2000 with the objective to cater to children from primary school that did not correspond adequately to the demands of school teaching. The project sought to amplify their reach beyond the difficulties on the contents of the curriculum, investing in ways to expand the learning process resources. Aimed at students considered by the teaching community as elusive, unclassifiable, strangers (Bauman, 1999), the LL is based on a proposal to overcome the mental representation that, for a long time, characterized the cognitive processes. Thus, the aucouturier psychomotor practicet was taken as reference in a dialogue with the theories that conceive of the subject itself (Merleau-Ponty, 2000). In this construction, care was taken to seek contributions from authors who consider the body as an existential condition in the processes of learning guided by assumptions developed by Merleau-Ponty, and Maturana (Assmann, 1999; NOBREGA, 2010). In this experience, we took as starting point the valuation of the motor expression, the non-verbal dimension of communication, the investment in non-direct activities of an active and curious child. Beyond the practices developed in LL, this essay also sought to understand, through the lens of the sociology of absences and the sociology of emergences (Santos, 2004, 2008), the processes that these ‘foreign’ students produce and their referrals. Given this tension, caused by the reflexive act, it is the question: would not the academic institution be producing the school failure and losers in that makes invisible body experiences when become the guardian of values legitimated by the hegemonic know that, according to the cartesian discourse of the body-machine, distinguishes the body processes of the mental processes, enhancing the intellectual process? To understand the effects and meanings produced in this research, we are guided by the principles that guide research in / of / with the everyday ( Alves, 2008; OLIVEIRA, 2008, COUNTRY, 2003).