Currículo de Matemática Comvidas: uma experimentação com professora e alunos da EJA Ensino Médio

Abstract

This cartographic research is appreciative and convening of the power generated in the differential thinking of authors such as Gilles Deleuze, Félix Guattari, Suely Rolnik and Vírgina Kastrup, and is part of the research line Educational Foundations and Practices of the Postgraduate Program in Education at the Federal University of Triângulo Mineiro (UFTM). In addition, it is part of the Teaching Profession Research Network (REPPOD) and the Education and Culture Research Group (GEPEDUC) through the project Higher Education and Elementary School in a Collaborative Network: teacher training on the agenda, funded by the Research Support Foundation (FAPEMIG). It is the result of a master's dissertation that revealed concerns of teachers about the Mathematics curriculum in Youth and Adult Education, high school modality (EJA/EM). It is understood that knowledge is procedural and cannot be separated from life, affections and flows of forces. The thesis was defended that life should be the driving force of the EJA/EM curriculum, which transcends the curriculum prescribed in a structuralist perspective, which shapes, controls and standardizes the production of docile bodies. The aim was to understand the movement of life, as a force by which the body perseveres in its being, in the midst/between the EJA/EM curriculum experienced by a mathematics teacher and her students, based on the multiplicity, the difference, the affects of the relations of force and power. To this end, the specific objectives move in the action of experiencing with a mathematics teacher and EJA/EM students in the city of Uberaba-MG, the processes of subjectivation in the midst/between the lived curriculum and also to map the processes of subjectivation in EJA/EM and the forces that form, deform and invent the lived curriculum. To record the events, the outlines of the curriculum, the strata, the creative movements, the power relations, the impressions and the affects that emerged in the experiences lived at school, in the classroom, during the activities, the field diary and the explicit interview were used. The collaborative work reveals movements of deterritorialization and reterritorialization of the researcher, the teacher and the students. It discusses the forces, the hard, malleable and escape lines that compose and interconnect in this rhizome. It presents powers that culminate in the realization of a Sarau developed in the inhabited territory.