Turista da palavra: narrativas possíveis das sobras de experiência na escola.
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Data
2019-08-29
Autores
Gomes, Leonardo Teixeira [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Nossa pesquisa transposta nesta narrativa aborda a experiência escolar de jovens do Ensino Médio, numa escola do interior paulista. A partir de uma perspectiva ancorada nas elaborações de Walter Benjamin e Jorge Larrosa, buscamos compreender quais são as sobras das narrativas possíveis destes jovens que experienciam a estrutura e o desenvolvimento de um modelo pedagógico positivista e iconoclasta. Tratamos dos usos do tempo na escola e da formação enquanto projeção para o futuro e a relação com o mundo do trabalho. Investigamos os programas educativos materializados no Currículo do Estado de São Paulo. Procuramos, também, entender as interferências das tecnologias da informação no cotidiano escolar e a produção de conhecimento. Por fim, verificamos as sobras nas palavras. Em sua multiplicidade de relações e entrelaçamentos, as experiências juvenis, dentro e fora da escola, apresentam o movimento criativo em direção ao resgate da imaginação ruminante dos poetas. A capacidade narrativa é resgatada nas fissuras da educação menor, naquilo que não é do institucionalizado, mas, ao contrário, pertence aos acolhimentos, às trocas e às relações afetivas. As experiências podem ser comunicadas e transmitidas nas sobras das narrativas dos jovens noutro registro pedagógico, quando os viventes dotados de palavra ultrapassam a reprodução e tornam-se territórios de passagem, para que algo lhes aconteça.
Our research transposed in this narrative approaches the school experience of young people of the High School, in a school of the interior of São Paulo. From a perspective anchored in the elaborations of Walter Benjamin and Jorge Larrosa, we try to understand what are the leftovers of the possible narratives of these young people who experience the structure and development of a positivist and iconoclastic pedagogical model. We deal with the uses of time in school and training as a projection for the future and the relationship with the world of work. We investigate the educational programs materialized in the Curriculum of the State of São Paulo. We also try to understand the interferences of information technologies in the daily school life and the production of knowledge. Finally, we check the leftovers in the words. In their multiplicity of relationships and intertwining, youth experiences, both inside and outside of school, present the creative movement toward the rescue of the ruminant imagination of poets. Narrative capacity is rescued in the fissures of minor education, in what is not institutionalized, but, on the contrary, it belongs to the receptions, the exchanges and the affective relations. The experiences can be communicated and transmitted in the leftovers of the narratives of the young people in another pedagogical record, when the living beings endowed with words surpass the reproduction and become territories of passage, so that something happens to them.
Our research transposed in this narrative approaches the school experience of young people of the High School, in a school of the interior of São Paulo. From a perspective anchored in the elaborations of Walter Benjamin and Jorge Larrosa, we try to understand what are the leftovers of the possible narratives of these young people who experience the structure and development of a positivist and iconoclastic pedagogical model. We deal with the uses of time in school and training as a projection for the future and the relationship with the world of work. We investigate the educational programs materialized in the Curriculum of the State of São Paulo. We also try to understand the interferences of information technologies in the daily school life and the production of knowledge. Finally, we check the leftovers in the words. In their multiplicity of relationships and intertwining, youth experiences, both inside and outside of school, present the creative movement toward the rescue of the ruminant imagination of poets. Narrative capacity is rescued in the fissures of minor education, in what is not institutionalized, but, on the contrary, it belongs to the receptions, the exchanges and the affective relations. The experiences can be communicated and transmitted in the leftovers of the narratives of the young people in another pedagogical record, when the living beings endowed with words surpass the reproduction and become territories of passage, so that something happens to them.
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Palavras-chave
educação-escolar, juventudes, narrativas, sobras, School education, Youth, Narratives, Leftovers