Tempo e temporalidade na política de currículo organizado por ciclos de formação humana – Escola Sarã (Cuiabá - MT)

Abstract

This research is constituted from the analysis of the curriculum policy organized by human education cycles of the public school system in Cuiabá-MT, the Sarã School, from 2000 to 2016. It seeks to answer: how are disputes and conflicts configured between their different temporalities? How do teachers, school managers and mothers / guardians of students experience the implications between time and temporality in the curriculum organized by cycles of human formation? What are its consequences for this policy and for the human development of students? The central objective is to understand the implications between time and temporality in the curriculum policy organized by cycles of this education network. We articulate the policy cycle approach (BOWE; BALL; BALL; BALL; MAGUIRE; BRAUN) to the understanding of curriculum policy as a practice of meaning (LOPES; MACEDO; MACEDO). It is based on the studies of Pineau, Elias, Arroyo, Gimeno Sacristán, and Torres Santomé to understand the implications between time and temporality in the curriculum policy. Data collection consists of bibliographic study, document analysis, non-participant observation, and the voices of teachers, school managers and mothers / guardians of students, collected through semi-structured interviews. The data indicate that the curriculum organized by human formation cycles is confronted with the logic of the serial school, seeking its references in more democratic ethical principles, of equal rights, with a view to guaranteeing knowledge to students, respecting their specificities, in their temporal, mental and cultural aspects. The idea of a linear, universal, ethnocentric and totalitarian time is confronted with the diverse temporalities existing in school relations. The cycle policy intends to debate the universal right to basic education and highlights the need for a discussion on the organization of school time as a nephralgic point in education systems. It is necessary to think about time in its different dimensions, that is, physical, bio-psychological, social and phenomenological, as well as its implications for curricular practices. It is about considering the intercrossing of school and non-school times, times of socialization and teaching, regulated times and lived times, and of times that have meaning for students. Conflicts between temporal logics are announced, disputing the same space. This arena of disputes is based on the logic of chronos time, quantitative time, clock time, which can be measured and controlled. Time constitutes a structural and structuring element of school culture, which organizes acts and regulates formation processes and times. The logic of kairós time, cyclical time, life time or human times, allows us to think of times with continuous, non-linear flows, impossible to be measured and controlled. It is a time of becoming, which does not allow for certainty. The cycles of human formation are presented as an attempt to break with the logic of universal time, the time of the clock, or the time of the exact measurement. Respect for different temporalities is assumed, that is, it seeks to understand and value the different experiences of being in the time of each subject, which approaches the kairós time, a qualitative time, with promise of meaning for each student. It is considered that the different temporalities are not susceptible to synchronization, just as it is not possible to synchronize subjectivities and neither learning. Regarding the objective conditions for implementing the cycle policy in the public school system in the city of Cuiabá, it is clear that there were no investments in the necessary conditions to break with the established temporal logic. Theoretical and methodological developments are evident that are opposed to the principles of human formation. We highlight the lack of teacher training and the hiring system of teachers, which make it impossible to consolidate practices that promote human development. In addition, the large-scale assessment system and the policy that fosters a Common National Curriculum Base are antagonistic to the assumptions of human training cycles, distorting the focus on respect and appreciation of different temporalities.