Curricula and literacy
Among Codes, Deviations, and Experimentation
Bibliographic Data
| ID | 5867138 |
|---|---|
| Authors | Andrea Dos Santos Gabriel (0000-0003-4415-5111, Universidade Federal do Espírito Santo), Sandra Kretli Da Silva (0000-0001-9800-6192, Universidade Federal do Espírito Santo) |
| Year | 2024 |
| Volume | 40 |
| Publication date | 2024-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educar em Revista (JOURNAL) |
| Journal identifiers | ISSN: 0104-4060 • E-ISSN: 1984-0411 |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/1984-0411.93105-t |
| OpenAlex | W4401885606 |
| Language | EN |
| References cited | 3 |
This text is an invitation to join a cartography held during a master's degree research problematizing the macro policies of curriculum centralization and education regulation, which aim to standardize curricular movements in everyday school life. In the relationship between macro/micro policies, the text presents the statements of teachers and children in conversation networks about the curricular experiences produced amidst the hard lines of literacy policies. These flexible and escaping lines cross the school daily life, in movements that agency life processes, an open and susceptible map to question the effects that literacy, curricula, school and learning concepts can produce in educational processes. The text dialogues with Deleuze and Guattari to think education from an invention perspective and argue that, within the fissures of macro politics, it is possible to create curricular movements intertwined with art signs through experimentation as resistance to reproduction attempts. It concludes (always open to new experiments) that, in everyday school life, between forms and forces, there are life-affirming collective curricular movements in an exercise of thought that opens up to the new, the unthinkable, splitting postulates and inventing other ways of existing, with art
Curriculum · Literacy · Mathematics education · Pedagogy · Sociology · Computer Science · Education Systems and Policy · Psychology
| Highly cited | No |
|---|