As artes de saberfazer em uma escola de educação em tempo integral

Abstract

This thesis aimed to become visible (SANTOS, 2005) the built and practiced knowingdoings by teachers and professor on daily of the school of full-time education. For this, I assumed myself as a narrator (BENJAMIM, 1994) of built experiences on municipal school Bom Pastor together with the teachers and professor during the year 2010, keeping lit in a common memory shared in order that our experience is not forgotten. At this writing, the yarn building described the diving (ALVES, 2001) done in the school daily seeing as a knowledge creation time-space, as a differentiated and legitimate knowingdoings, tactics practiced by the ordinary subjects as possibilities not only repetition and reproduction but also invention, creation and transformation (CERTEAU, 1994). In yarn that built the writings, I focused the diving in the thinking-feeling school reality and principally in my first (in) comprehensions about the knowing-doings in a school of fulltime education. In the sequences of gestures was done a reflection about school of full-time education program in Juiz de Fora municipal school system deployed in 2006, accompanied for a collective experience built in Times in the school research and extension group. Also was focused the centrality of the discussion on full-time education that happen on school institutions and don’t happen in others social spaces, propounding an articulation between full-time education and time extension of students, male and female as a condition to the comprehensive training with special emphasis on the completeness of the practitioners. In the text Space, Place, Bom Pastor Municipal school, I opened the school entrance gate, came into and gave priority to the discussion about time-space and full-time education practiced in this educative system. Daily Practices were built by several drawn and framed up yarns in the knowing-doings net practiced by teachers and professor in the Bom Pastor Municipal School daily during the year 2010. These yarns were our arts of knowing-doing and dreaming up teaching-learning, literacy, individualized treatment, mobile library, orientation studies, and reading and evaluation circuit. In the ingenious, complex and operating knowing-doings, I considered teachers and professor’s knowing-doings as fluid, dynamic, mutant, ephemeral, hybrid processes as well unpredictable and interpenetrated by varied daily conditions and situations. In the invisible daily, in its performances, negotiations and inventions, which was submerged were their knowing-doings the full-time education. Were knowing-doings legitimate and built exclusively in this context and according to the Bom Pastor Municipal School conditions, in the year 2010. And which teachers and professor’s knowing-doings became visible in a school of full-time education? They were the same practices that teachers and professor knew and did. It was their gestures, behaviors, notions, speaking, and feelings, their one thousand and one tactics, gimmicks, ways of speaking or walking. We could take in there their knowing-doings.