As diferenças e o currículo: reflexões à luz da filosofia bergsoniana

Abstract

In this dissertation I present the development of the research in which I tried to answer the following question: What are the relations between the different durations experienced by students and the school curriculum, taking the Bergsonian philosophy as a theoretical reference to understand such relations? Throughout this investigation, my objective was to draw an approximate picture of how these relations between the different durations and the curriculum were experienced in the times-spaces of the school and the classroom, by adopting the Bergsonian philosophy as its main theoretical foundation. In order to answer the above question and reach the objective of this work, I approached the notion of difference which is present in the Bergsonian thinking, by discussing the meaning of the concepts of difference in nature and difference in degree and showing that duration - understood as a movement of qualitative differentiation – constitutes the profound experience of human consciousness. Then, I deepened my reflections on the curricular field, trying to map the main theoretical tendencies that were shaped up in its history and the research currently produced in it on the issue of differences. As a methodological proposal, I questioned the rules of the intuitive method developed by Bergson and the research on/about/with daily life, that led me to delve into the daily life of a state-run school in the city of Juiz de Fora, Minas Gerais, and, more specifically, into the times-spaces of a Fundamental Education 4th-grade class, in which students produced narratives about their own durations. After presenting the narratives produced by the students, I maintain that it was possible to perceive a unique movement of qualitative differentiation in each duration. The different durations experienced by the children, as well as the relations established by them, have drawn different curricula, composed of different memories, desires, feelings, knowledge and practices.