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Abstract

This thesis presents how the research was developed, which aimed to "narrate, from the point of view of the teachercoordinatorresearcher, the daily life of a municipal school located in a community on the outskirts of Juiz de Fora, as far as the inter-relationship of different meanings about education, in the context of multiplicity of students, built by the practicing actors of school life – teachers, students, parents, mothers and guardians. The study had as a methodological proposal the research in/with/on the daily life, in which two of its modalities were used – narrative investigation, through means of conversations with teachers, students, parents, mothers and guardians, and the free observations of daily school life –, both carried out within the chosen school. In order to develop this study, it was necessary, as a starting point, to understand the process of (re)construction of meanings-sensed by the individuals, seeking support in the theories of Alexei Nikolaevich Leontiev, Charles Sanders Peirce, Lev Semenovitch Vygotsky, Lourdes Meireles Leão and Monica de Fátima Batista Correia. Afterwards, the meanings-sensed about education in the vision of Antônio Joaquim Severino, Daniel Thin, Marisa Vorraber Costa, Michael Young, Miguel Arroyo, Nilda Guimarães Alves, Paulo Sgarbi, Regina Leite Garcia and Vera Maria Ferrão Candau were analyzed. The theories on education in the context of multiplicity of students, inclusive education and intercultural education were sought mainly in Abdeljalil Akkari, Ana Canen, David Rodrigues, Luciana Pacheco Marques, Mel Ainscow, Mônica Pereira dos Santos, Reinaldo Matias Fleuri and Tony Booth. It was observed that, in the daily life of the school, the practitioners of the school community create different meanings-sensed about education in general, and that this inter-relation of meanings-sensed can influence the process of teaching and learning. The teachers emphasize the importance of the construction of knowledge by the students, so that they are formed for a future time. However, they do not link this construction with the present time, intensive, lived by their students, and with the life outside the school. Students, as well as their parents and guardians, conceive of school education as having the purpose of providing students with "being someone in life", linking this expression to the idea of having a good job in the future or changing their conditions of life. The students enjoy the present intensely, valuing the play activities, the games, child plays and the friendships, thinking and experiencing the present time. They know the importance of knowledge, but do not correlate it with their lives. The curricula practiced reflect this context, showing the need to attend the students' wishes and to bring "life inside the school", and stressing the importance of dialogue and partnership between students, families, and school to re-signify these curricula, considering the different meanings-sensed that practitioners have about education.