Parecer descritivo : currículo que inventa alunos e professores.

Abstract

This dissertation aims to understand how descriptive school reports, understood as curriculum, can constitute students and teachers. Thereby, in my history as a pedagogy graduate teacher in basic education and supervisor at the municipal school, currently, as a researcher, I am interested in discussing the school reports as curriculum that constitute certain student and teacher behavior. Therefore, I suggest the following question: How do descriptive school reports, understood as curriculum, constitute the students and teachers? My suspicion is that the teacher who gives his or her opinion about the student, somehow, is also announcing the opinion about himself or herself. This research is a documental analysis that involved 32 descriptive school reports prepared by a teacher, during the four bimesters of the school year in 2014, related to 8 students of 2nd year of primary school, at a school in the south of Brazil. In the analysis of the research material, I take the descriptive school reports as narratives, according to the studies of Jorge Larrosa (2002, 2015). In order to think the teacher I worked with Oliveira studies (2009, 2010), Fabris (2015) Corazza (1995, 2002), among others. I develop a study, supporting in the incursion of these narratives, that bring the evaluation reports and the concepts which I'm going to find throughout the study. I consider as presenting results for this research, that is according to the creation, the possibility to point out the presence of a teacher, which are part of the narrative of this cultural production process and it is located in a place that is potent for Education: The curriculum. This invention of the student is also an invention of the teacher in his or her teaching methods. Thus, it influences in space and in possible time of Education.