Práticas cotidianas na/da educação integral: alternativas e potencialidades emancipatórias

Abstract

Delighted by our school experiences in deeply involved in the school routine and accompanied by doubt and uncertainty, this dissertation has been written. We bring forth ideas, knowledge and practices in the daily spacetime of Bom Pastor Municipal School from the public school system of Juiz de Fora/MG, where possibilities are exposed and the visibility of the knowledge produced is expanded, legitimizing them as alternative and emancipatory potentialities of full-time education. We also focused on the speech of authors such as Boaventura de Souza Santos, José Machado Pais, Nilda Alves and others who in their work have contributed to the questioning of the modern paradigm and its indolent influence in everyday knowledge and practices. The theoretical-political-epistemological and methodological research regarding the quotidian has mustered our research in the archaeologies of the invisible existences of daily practices, where we elect the photographic image as research resource that helped us to weave different networks of conversations. Our daily life, here assumed as a time of strong questions and weak answers, has led us to seek other powerful responses, or yet to seek by momentary powerful responses to our questions. We conclude this dissertation envisioning that the search for greater visibility of daily practices that offer potential ramifications of a proposal for a comprehensive education was in the range of our experiences and practices, meeting the comprehensive education of the subject, where aesthetic-expressive rationality, solidarity, knowledge sharing, (re)significations of common sense and the (re)significations of stigma of and identity have also fostered the formation of rebel subjectivities in school daily life of comprehensive and full-time education.