“Estudos com os cotidianos” no campo do currículo: as contribuições produzidas pelos pesquisadores brasileiros.

Abstract

The thesis aims at listening, documenting, discussing, talking and problematizing the constitution of daily studies in the field of curriculum and discussing the epistemology that allows testing the monopoly of scientific competence: the symbolic dispute of the field, habitus, capital and belief in the field. Such study is anchored in understanding how "everyday school life studies" were structured and gained space in the field of curriculum. Self-declared and authorized everyday researchers, Brazilian theoreticians such as Nilda Guimarães Alves (UERJ), Corinta Maria Grisolia Geraldi (UNICAMP), Regina Leite Garcia (UFF), Inês Barbosa de Oliveira (UERJ), Carlos Eduardo Ferraço (UFES), Janete Magalhães Carvalho (UFES), Maria Luiza Süssekind (UNIRIO), three generations of day-to-day life with Rockwell and Ezpeleta (1989), Heller (1982) as their main interlocutors; 1987; 1992), Certeau (2005; 2013); 2014), Lefebvre (1975), Goldmann (1979), Ianni (1984), were able to infer other theoretical and methodological possibilities of researching and thinking about everyday school life in the field of curriculum in education, in which they allowed other glances at schools, their movements and silenced voices by narrating and weaving forgotten, hidden and silenced stories with the purpose of researching how and what happens in and with everyday school life, at the same time promoting a critique of structural thinking and its binarisms. The theoretical focus that feeds this research is based on Pierre Bourdieu's contributions and theoretical and conceptual perspectives (2007; 2005; 2004; 2004a; 1983a; 2008; 2001; 1979; 1989; 1983b; 1983c; 2010) on the concept of field and habitus, relational concepts within the scientific field, as well as the definitions of scientific monopoly, belief, circle of belief and subversion to understand the processes of attempting to break the cycle of belief of the curriculum field by everyday researchers. To problematize the conception of the epistemology of everyday school life in the field of curriculum, the study is based on the authors of Bachelard (1996; 2006), Japiassu (1992); Lopes (1996) Boaventura de Sousa Santos (2008; 2009; 2010; 2011a; 2011b; 2018). It was also sought to understand what knowledge is and scientific rationality is from Santos, Capra, Certeau, Rockweell and Ezpeleta, Heller. The methodology is based, mainly, qualitative research, having as fieldwork the exploration of data, using various procedures and instruments, such as the conversation with seven everyday researchers, documents and scientific products. Assuming, in this way, the conversa method for this process. The everyday researchers in their researches position themselves and bet on the strength of the curricula created, practiced, invented, produced, woven in networks by the practitioners in the everyday school life. The analyzes allowed us to observe that the belief of the researchers everyday, still, is not a consecrated belief, but it is not only a method, because it is inserted in an epistemological base that makes the defense of subjugated, marginalized knowledge. Therefore, the path these researchers have taken has been to recognize and value politically and epistemologically the different knowledges, doings, powers and the need for an emancipatory dialogue.