As plantas e a imagética de espaços escolares para um currículo-vida

Abstract

The dissertation entitled Plants and the imagery of school spaces for a life-like curriculum investigates how plants, as more-than-human presences, act in the constitution of school spaces and contribute to the formulation of a curriculum that is designed based on the relationship between materialities, affections and temporalities. The objective is to understand how these often invisible plant presences strain the disciplinary logic of the modern curriculum and allow for the emergence of other ways of teaching and learning. Based on an approach inspired by cartography, the research uses photographic images of school spaces, crossed with autobiographical narratives and memories of the researcher, as a way of producing situated knowledge. Supported by authors in the field of curriculum such as William Pinar and Antonio Carlos Rodrigues de Amorim, and by Foucaultian studies on discourse, power and the production of spaces, the investigation also unfolds in dialogue with Afro-indigenous worldviews, which recognize in plants a vital agency that connects the living, the dead and the environment. The results reveal that the school space is permeated by norms, conducts and devices that configure hegemonic curricula, but that it also harbors fissures and insurgent presences, such as plants, which create conditions for a life-curriculum: rhizomatic, corporeal and multispecies. It is concluded that recognizing plants as curricular agents allows for the expansion of modes of subjectivation and the strengthening of practices that are more rooted, ethical and committed to the epistemological and ontological diversity of the bodies present in the school.