Currículo inovador: saberes e fazeres

Abstract

The present research “Innovative Curriculum: Knowledge and Practices” reflects on the emerging movement, involving innovations, always open and unfinished socio-cultural mediations, experienced in a Brazilian school. The following research problem was established: “How are the processes of the curricular organization of the Projeto Âncora from São Paulo configured?”. As a general objective, it was proposed to analyze the practical theoretical articulation of the Escola Projeto Âncora’s curriculum. As specific objectives: To study the pedagogical tendencies to understand which tendency compose the Escola Projeto Âncora curriculum, as well as to study the theories of the curriculum and the educational paradigms, reflecting on their implications; Understand how the processes experienced in this Project are configured; as well as, to know the different educational contexts, with a view to the resignification of knowledge and emerging curricular doings. As theoretical device stands out Pacheco (2014, 2015), Gimeno Sacristán (1999, 2000, 2013), Gimeno Sacristán and Pérez Gómez (1998), Silva (2013) and Moreira e Silva (2002). Among the Brazilian authors referenced, Freire (2011) stands out proposing a problematizing education. Based on qualitative methodology and content analysis by Bardin (1977), a semi-structured interview with an educator and a student was used. It is concluded that the Escola Projeto Âncora presents an emerging curriculum, in the process of constant collective reconstruction, seeking a quality education, mobilizing autonomy, criticality and happiness through emerging knowledge and practices. Thus, it is clear that the pedagogical tendency of Escola Projeto Âncora is close to Paulo Freire's sociocultural approach, intertwined with the emerging educational paradigm.