(Des)invisibilizando os currículos da EJA em escolas públicas de Maceió

Abstract

This work is focused on the curriculum thoughtfully practiced (OLIVEIRA, 2003), experienced in the classrooms of the Education of Young and Adults, belonging to the Alagoan Reading Observatory in the EJA. In this work we break with the idea of explaining, which made us choose the translation (SANTOS, 2002). The central objective of this thesis is to understand in the school daily of the EJA, the existence or not of ruptures in the thoughtful curricula, in classrooms. In order to reach the objective, we discuss: To what extent do the EJA schools in Maceió construct unpublished / democratic curricula that go beyond official curricular proposals. To answer this question, we opted for the daily approach, based on researchers such as: Alves, (2001, 2002); Certeau, (1994, 1996); Ferraço (2007, 2008, 2013). In order to broaden the discussions about the curricula built in the EJA classrooms, we conducted dialogues with Oliveira (2003, 2012), focusing on the Sociologies of Absences and Emergences, and Still-We are not looking for Santos (2000, 2001, 2002, 2003) and in Freire (1992, 1996, 2000), we unveil concepts of problematizing education and dialogue. In the translations carried out, the dialogical positions of the teachers emerged, which, when making use of the official curricular proposals, reconfigured them, constructing unpublished / democratic and real curricula. These new curricular configurations were based on the dialogue (Freire, 1996) in the classroom, from the knowledge networks of the practicing thinkers, their experiences and their know-how. It is important to note that even though the official proposals have been extrapolated, and that the events in the classrooms have focused on the dialogue and respect for the students' knowledge, it must be said that the EJA schools in Alagoas are still far of the social emancipation process proclaimed by Santos (2002), in this sense, the school daily life of the EJA showed us the presence of the Still-No that is linked to the sociology of emergencies, replacing the emptiness of invisibility of the subjects in the curricula, for a near future in which will be present plural and concrete possibilities, which are being built today, in the perspective of a future trend.