O currículo da cidade e os modos de subjetivação de crianças em uma experiência de educação integral

Abstract

This dissertation presents the results of a master's research that analyzed a city curriculum configured by the round-trip routes of a group of 37 children between 6 and 10 years of age from the Integrated School, an exclusive policy of integral education in the city of Belo Horizonte / MG. These routes refer to the displacement these children made from the school in which the program is organized to an extra-school space where some activities take place - which makes these children have contact with the city. The research was based on post-critical curriculum theory, particularly on the contributions of cultural studies, which assumes that it is possible to create meanings for different objects in the world, such as a city. In addition, Michel Foucault's studies were used to understand the production of subjects in contemporary times, taking into account the elements that constitute the device of childishness that characterize child subjects. In this direction, the general objective of this research was to show how this curriculum in the city provoked the children investigated and made possible different situations in which they positioned themselves as subjects of various types through different identities. Such positions articulate gender, generation, work, morality, citizenship and, also, physical spaces close to this curriculum that are related to social class. For the production of research information, direct observation was used as a methodological procedure, which is one of the elements of educational ethnography. The information was recorded in a field diary and the analyzes carried out from the perspective of Foucault's discourse analysis. With this, the results found show how a city's curriculum has countless possibilities, since it is composed of elements that are incorporated into discourses of different orders and insert people in the most different power relations. One of the discourses that presented themselves in a more accentuated way during the analysis was the school discourse that marked children and monitors, placing them in the position of students and teachers, even in a practice that takes place in a non-school space. As the city's curriculum is multiple, it was also possible to notice that the children were bursting with news in a territory whose characteristics were the neighborhood, the commerce and the dynamics of circulation known to this group.