Encantamentos e encruzilhadas na educação: olhares para o cotidiano de uma escola pública de tempo integral no município de Belo Horizonte/MG

Abstract

This thesis sought to understand the School of Enchantment (fictitious name) through experiences experienced in their daily school life. Inspired by the pedagogy developed at Escola da Ponte, in Portugal, the teaching staff together with the school community transformed the organization and the structure of the school. The classroom was transformed into the hall of knowledge. The time is experienced in other ways. The student is at the center of educational actions. Autonomy and Freedom are words present in the Political Pedagogical project. We then proposed to understand to what extent the School of Enchantment, when making a movement of innovative pedagogical construction, expressed as the possibility of a “different pedagogy” in their daily school life, and what contributions the leisure perspective could bring us to this understanding. As specific objectives, we seek to understand “other learning” that happen with and between students. For 15 months, we “immersed ourselves” into the routine of school, in search of the daily construction of meanings of life that take place in this place by the living subjects of the experiences. We chose to accompany 9th grade students that made up collective A. To meet the objectives of the investigation, cartography, in this context, presented itself as a powerful method of investigation, as it helped us with the idea of research that was carried out throughout the process. We realized that in order to understand this context, beyond monitoring the daily routine, we needed to listen to the subjects. We chose to hold conversation circles with 9th grade students. Another methodological resource that would allow us to get to know the school through their eyes. We also spoke with the coordinator, principal, two mothers/teachers, an experiential educator, and we conducted a questionnaire for parents/guardians. The conversation with the subjects involved in the school process gave us important information about the relationship they establish with the school, the school's proposal, and what happens in practice. The result of the thesis tells us about a complex school due to its structure and organization of time and space. A school that seeks an education based on the autonomy, freedom, and responsibility of students; a school that teaches through the arts in the form of dance, music, circus, and theater; a school that chooses to teach subjects through a study plan and uses a common space for students to do so. A school that was established from the beginning as a possibility for “another education”, to break with the traditional education system, but at the same time is crossed by it in several points, mainly in the conduct of some teachers, who were trained in a traditional higher education system. The experiences lived by the subjects in the daily life of this school revealed to us the enchantments and crossroads in education. Daily challenges of a human relationship that presents itself in different facets.