2007
DOI: 10.1590/s0101-73302007000100004
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Aprendendo nos/dos/com os cotidianos a ver/ler/ouvir/sentir o mundo

Abstract: RESUMO: O texto expressa uma tentativa de compreensão dos processos cotidianos de aprendizagens produzidos pelos diferentes modos de inserção dos sujeitos nos diversos espaços-tempos de interação social (Santos, 1995(Santos, e 2000, com o intuito de ampliar o entendimento a respeito dos modos e critérios de compreensão do mundo tecidos por meio dessas inserções. Traz a noção de que há, em cada um de nós, uma cegueira epistemológica, oriunda da parcialidade de nossa visão desenvolvida no seio de uma cultura, … Show more

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Cited by 22 publications
(23 citation statements)
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“…This work is a proposal of pedagogical intervention in which the theme "quality of life" is related to health. This proposal is based on the notion of network knowledge (Oliveira 2001(Oliveira , 2007b(Oliveira , 2012a, which allows us to perceive that knowledge is entangled in individual and collective experiences, which leads us to consider different forms of knowledge, values and meanings and the interactions among the subjects of these networks. For Santos (2001: 107) we are " [...] an archipelago of subjectivities that combine differently under multiple personal and collective circumstances".…”
Section: Methodsmentioning
confidence: 99%
“…This work is a proposal of pedagogical intervention in which the theme "quality of life" is related to health. This proposal is based on the notion of network knowledge (Oliveira 2001(Oliveira , 2007b(Oliveira , 2012a, which allows us to perceive that knowledge is entangled in individual and collective experiences, which leads us to consider different forms of knowledge, values and meanings and the interactions among the subjects of these networks. For Santos (2001: 107) we are " [...] an archipelago of subjectivities that combine differently under multiple personal and collective circumstances".…”
Section: Methodsmentioning
confidence: 99%
“…André (1992) defende uma perspectiva etnográfica que vá além de um estudo da categoria, por ela denominada (1992, p. 31) de "cotidiano escolar", ao qual dirige a crítica de que se limita ao relato dos fenômenos e não à sua compreensão, sugere a necessidade de "ir além do concreto aparente" (p. 32). Não pretendo entrar nesse debate, até porque o campo dos estudos do/no/com cotidiano (OLIVEIRA, 2007;) avançaram e se consolidaram como um fazer teórico-metodológico. Na época, entretanto, da produção de André, o que a autora criticava era a necessidade de buscar a significação dos dados coletados que, ao se articular com as dimensões mais amplas da sociedade onde aquela instituição escolar se situava, permitia a ampliação da compreensão da cultura escolar ali observada.…”
Section: A Pesquisa Com Crianças Numa Inspiração Etnográficaunclassified
“…They treat the human being as object of rights and not subjects (Santos, 2013) entitled to the right of learning. Thus, they demonize the teaching work, abyssalize the student, and devalue the lesson by abducting from the curricula its main characteristic, which is to be a daily creation (Oliveira, 2007) made as a complicated conversation (Pinar, 2012), and threatens the teachers' formation and their teaching as intellectual workers. Therefore, by believing that curricular practices are inevitably creative, moving in networks of resistances, subversions, disobedient obediences escapes, always and in various forms, even without permanent intentionality to normativity and curricular control, that is understanding the class as a conversation and the curriculum as daily creations on the school floor where even contents are negotiated between teachers, students, communities, historicities, and society itself, we need to remain mobilizing, involving different subjects in conversations that allow us to deepen the discussions (FNPE, 2018c, p. 3).…”
Section: The Struggle For Democratic Public Education Of Social Qualmentioning
confidence: 99%