“Eu não brinco na hora de lição”: narrativas sobre sentidos produzidos por crianças em três escolas 'transformadoras' no Brasil e em Portugal

Abstract

This work brings the researcher immersion process in three schools, one in Brazil and two abroad, in Portugal. The research had as a generating question: How do students reconstruct their experiences in the movements of three schools in their processes of overcoming the instructional model of teaching? As a general objective, we tried to verify how students reconstruct from experience their participation in these movements of overcoming? As specific objectives, understand how these students reconstruct their participation, decisions, ways; how they relate to others and how schools promote possibilities of opinion to them; which moves each school (School of Anchor Project, School of Bridge and School The Voice of the Worker of Grace) did / does to overcome the instructional model of teaching; as a researcher, what have my experiences produced on moving objects? Through the cross-examination of bibliographical and documentary research, observations and interviews, Conversation Circle, in addition to access to student study materials, the senses produced on these movements are recovered in the process of narration by the researcher about the social constructions that these schools . Participating subjects were four teachers, one pedagogical director, nine students aged 9 to 13 years. The immersions led to studies about teaching and learning (KOHAN, 2003), open education (BRUNO, 2016c), the methodology of learning projects (CHAVES, 2015), autonomy (FREIRE, 1977, 2002, DEMO, 2010 ), dialogic education and learning communities (ARCHA, 1997), school forms of social relations (PAULUS, 2013), alterity (MIOTELLO and MOURA, 2012), the Modern School Movement (FERNANDES, 2003; GONZÁLES, 2002; NIZA, 2014, 2017; PAULUS, 2013), experience and language in the historical-cultural perspective (BAKHTIN, 2002, 1992; BRUNER, 1997, 1998, 2001; VIGOTSKI, 1935/2010, 1996, 2001, 2003), experience (LARROSA 2015, 2010), curricular culture and school (SACRISTÁN, 2005; LAHIRE, 2008). Research has shown that even these projects that attempt to overcome instructional teaching develop and produce a curricular culture in the process of their social constructions. It was possible to verify that "strong tools" (pedagogical devices) were produced as a form of private social relations in which there are communication schemes that are constitutive of a relationship with power.