Teaching Narratives: Knowing and Doing in the Spotlight
Towards an Emancipatory Pedagogical Practice
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I'm sharing this study with readers, especially education professionals, the title of which seeks reflections on which we as curriculum makers - whether we're the practitioners, those who (re)invent their actions and knowledge on a daily basis, or those who study and question these actions. We all know that the curriculum is woven into the daily life of each school and classroom, privileged places for the construction of knowledge. It is in these spaces that each of us, teachers and students, construct and reconstruct knowledge and actions. A place where people learn, teach, criticise, create,...
I'm sharing this study with readers, especially education professionals, the title of which seeks reflections on which we as curriculum makers - whether we're the practitioners, those who (re)invent their actions and knowledge on a daily basis, or those who study and question these actions. We all know that the curriculum is woven into the daily life of each school and classroom, privileged places for the construction of knowledge. It is in these spaces that each of us, teachers and students, construct and reconstruct knowledge and actions. A place where people learn, teach, criticise, create, reproduce, think, do, build and destroy, form, are formed, are informed, improvise. A meeting place for various subjects, cultures and experiences. A space for multiple relationships and events that take place in the day-to-day life of the institution. This study is intended to pay tribute to literacy teachers from Cape Verde and Brazil, who, despite often working in precarious contexts, living with discourses that subjugate them, produce the present with the aim of making the future of the students possible.
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