Programa “educar pra valer”: efeitos das tentativas de controle e monitorização do trabalho das professoras e dos currículos no município de Vila Velha/ES
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Data
2025-02-25
Autores
Meireles, Priscilla Costa
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Universidade Federal do Espírito Santo
Resumo
The dissertation aims to follow the statements and inventive curricular movements of Elementary School I teachers, which are intertwined with the structuring objectives of regulating and controlling curricula and the work of teachers in Basic Education in the municipality of Vila Velha/ES with the “Educar pra Valer” Program. In order to enunciate the power that exists in the daily lives of teachers, in their desire to move the life that pulses in the school, the problematization rests on the effects of the attempts to control and monitor the work of teachers and curricula that reverberate between the immobilizing policies and curricular and evaluative pedagogical proposals of the “Educar pra Valer” program, used by the Municipal Department of Education of Vila Velha (Semed), as well as mapping the insurgencies that escape amid the attempts to homogenize the actions and knowledge of teachers and curricula in the daily school routines. Deleuze, Carvalho, Esteban, Silva and Deboni are theoretical contributions woven into the forces and encounters that permeate and compose everyday school life. These everyday lives are understood as powerful spaces of invention and (re)creation, from a perspective that opens up to the multiplicities and singularities of the movements that permeate teachers, curricula and everyday life. Deleuze invites us to think about the forces and resistances in everyday life from the rhizome, the lines of flight and the power of creation; Carvalho, Silva and Delboni enhance the ways of being and being of teachers, amidst the attempts to regulate and standardize inventive movements; Esteban articulates himself in problematizing standardized assessment methods and educational policies as control devices, while at the same time seeking ruptures and reinventions in everyday school life. Based on Rolnik, this study presents a cartography of the arrangements made with bodies, in their continuous movements of collective creation, of clashes between the forces that permeate the production of reality, in the daily lives that affect us and of which we are a part. Our focus is on the daily school lives as a space for creation, on the strength of the collective that crosses the dominant forces and, with the inventive teaching and curricular movements, deforms the attempts at standardization to create modes of existence
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Professoras , Currículos , Cartografia