A COUNTER-CONDUCT ACTION IN THE CURRICULUM FOR COPING WITH AGE-SERIES DISTORTION IN TIMES OF NEOLIBERALISM: THE CREATIVE TRAJECTORIES PROJECT
The article analyzes possible counter-conduct actions operationalized in the school curriculum, considering the neoliberal context we experience in Brazil. To do so, we discuss the current neoliberal trends in the Brazilian context and analyze some counter-conduct movements developed in a school tha...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/44654 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/44654 |
| Access Level: | acceso abierto |
| Palabra clave: | Currículo Distorção idade-série Contraconduta Neoliberalismo Projeto Trajetórias Criativas. Curriculum Age-series distortion Counter-conduct Neoliberalism Creative Trajectories Project. lan de estudios Distorsión edad-serie Contraconducta Proyecto Trajetórias Criativas. |
| Sumario: | The article analyzes possible counter-conduct actions operationalized in the school curriculum, considering the neoliberal context we experience in Brazil. To do so, we discuss the current neoliberal trends in the Brazilian context and analyze some counter-conduct movements developed in a school that joint the Creative Trajectories Project. This Project is characterized as a curricular invention for coping with age-series distortion, and it welcomes students aged 15-17 years of the final grades of Elementary School. Theoretically, the text uses the contemporary discussions of Dardot and Laval on what they call the new reason-world and the political principle of the common. We also address the concept of counter-conduct of Foucaultian studies. Empiricism encompasses observing activities with students and planning meetings with teachers in one of the schools, recorded in a field journal. We also highlight the strength of the proposals that emanate from the students and invent a curriculum in motion that cracks the traditional curriculum, including other possibilities of approaching the learning process. The bending and rebending movement of the pedagogical proposals engenders forces that act on themselves, creating multiple paths, open actions, and constituting singularities. This movement strengthens the political principle of the common and works as a counter-conduct for departing from the expected, as the conduct of teaching and learning in these neoconservative times. In short: by refusing to be governed in this way, they place themselves with students to invent other curricula that make them learners and, in this movement, create their own learning trajectories. |
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