Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-23T00:10:25Z No. of bitstreams: 1 Disserta??o_Edivan_revis?o-final_publica??o.pdf: 5535753 bytes, checksum: f2c42548027a3922231b77d8f2fc85c7 (MD5) / Made available in DSpace on 2015-07-23T00:10:25Z (GMT). No. of bitstreams: 1 Disserta??o_Edivan_revis?o-final_publica??o.pdf: 5535753 bytes, checksum: f2c42548027a3922231b77d8f2fc85c7 (MD5) Previous issue date: 2014-03-28 / This research deals with the experiences/performed by a group of students and the teacher-Coordinator of the Project Communication, Interaction and Learning, developed at the State School, Aristides Cedraz de Oliveira, in Ichu town, in the hinterland of Bahia. At this school I have worked as teacher for almost two decades. Going through traces-fragments of those experiences and experiencing affections and expressions, we aim to understand some possibilities for the accomplishment of the construction of practices-expressions of knowledge and creating of a curriculum, operated by students and teacher in/of /with/school High School quotidian. We also aim to understand the collective processes (and) trading/producing of meanings/signification, of empowerment and emancipation through its knowledge-making powers, affecting their lives and the development of the curriculum, which we understand to be practice based on their reflections upon their quotidian at school, in opposition to subversion/strategies, attempts to prescription-determination taken by the educational policy-makers. To do so, we have used the video mapping as an instrument to outline the strategies of appropriation-bricolage and creative activities developed by the students and the teacher in order to use media and languages in the production of information in Communication Project. We have realized that the experience pointed to important opportunities to build knowledge and appropriation of the media language resources through the production of texts, written and oral information, brought to the school and community daily, through school radiobroadcast, the blog and the printed bulletin. These productions-trials have been carried out and affected students? lives, leading to empowerment and emancipation in their political participation in their school and external community as well as interfering in their choices and in their ways to see/think/act, extending their possibilities of insertion, interference-transformation and participation in society. The narratives of those experiences through workshops and videos, also allowed us to understand that the activities developed in the project have caused strong changes in the official strict-prescriptive curriculum and enhanced the creation of a unique curriculum, by creating other ways to see/think/act in the construction of knowledge/thoughts/sentiments, affections and negotiations of meanings, producing experiences inside and outside school. Thus, one expects to see a shared curriculum, full of life, cheerful, animated, renewed and fulfilled with meanings produced by the High School students. / Nesta pesquisa partimos das experi?ncias vividas/realizadas por um grupo de estudantes e pela professora-coordenadora no Projeto Comunica??o, Intera??o e Aprendizagem, desenvolvido no Col?gio Estadual Aristides Cedraz de Oliveira, em Ichu, no sert?o baiano, escola na qual atuo como professor, h? quase duas d?cadas. Percorrendo tra?os-fragmentos dessas experi?ncias e experimentando afec??es e express?es, buscamos, com este estudo, compreender algumas possibilidades de realiza??o de pr?ticas de constru??o-express?o de conhecimentos e inven??o de curr?culos, operadas pelos estudantes e pela professora nos/dos/com os cotidianos escolares do Ensino M?dio. Procuramos, ainda, entender os processos coletivos (e) de negocia??o/produ??o de sentidos/significa??o, de empoderamento e emancipa??o que atravessam seus fazeres-saberes-poderes, afetando suas vidas e o desenvolvimento do curr?culo, que entendemos ser praticadopensado por eles nos cotidianos da escola, uma subvers?o ?s estrat?gias/tentativas de prescri??o-determina??o empreendidas pelas inst?ncias de gest?o das pol?ticas educacionais. Para tanto, utilizamo-nos da cartografia, delineando, atrav?s de oficinas de produ??o de v?deos, as t?ticas de apropria??o-bricolagem e as inven??es realizadas pelos estudantes e pela professora ao utilizarem m?dias e linguagens na produ??o de informa??es no Projeto de Comunica??o. Percebemos que as experi?ncias realizadas com o Projeto configuram oportunidades significativas de constru??o de conhecimentos e de apropria??o dos recursos das m?dias-linguagens por meio da produ??o de textos-informa??es, orais e escritos, veiculados nos cotidianos da escola e na comunidade externa, atrav?s da r?dio-escola, do blog e do boletim impresso. Essas produ??es-experimenta??es realizadas est?o afetando a vida dos alunos, provocando empoderamento e emancipa??o em sua participa??o pol?tica na comunidade escolar e externa, interferindo em suas escolhas e em suas maneiras de verpensaragir, ampliando suas possibilidades de inser??o, interfer?ncia-transforma??o e participa??o na sociedade. As narrativas dessas experi?ncias, atrav?s dos v?deos e das oficinas, tamb?m nos possibilitaram a compreens?o de que as atividades desenvolvidas no Projeto provocam uma fissura no curr?culo oficial-enrijecido-prescritivo e potencializa a cria??o de um curr?culo singular, in-ventando outros modos de verpensarrealizar constru??o de conhecimentossaberes, pensamentossentimentos, afetos e negocia??es de sentidos, produzindo experimenta??es dentrofora da sala de aula/escola. Curr?culo compartilhado, cheio de vida, alegre, animado e arejado pelos/com os significados produzidos pelos estudantes do Ensino M?dio.