出版社：The International Association for the Advancement of Curriculum Studies (IAACS)
摘要：Linked with the research called “School everyday life as community of affects/affections in its conversations and images: culture, curriculum and teacher training”, carried out in an elementary public school from Vitoria, Brazil, the result aimed to bring closer the ethics from affections from Spinoza with Foucault’s existence aesthetics, thinking – through encounters lived by teachers and students in school everyday life – a curriculum beyond the materialized by curriculum based mainly in programs guidelines. The methodology used was the mapping of networks of conversations established in school everyday life. The study point that, when teachers and students bring experience to school life, they create the possibility of relying on life relations woven from different lines that connect to one another, creating other possible areas for curriculum. Conversation networks understood as networks of discursive practices concerning to different relations are powerful for the creating of knowledge as the most powerful of the affections, in which the event is considered as an effect of body encounters, another possibility for us to think school curriculum as relationship curriculum.
其他摘要：Linked with the research called “School everyday life as community of affects/affections in its conversations and images: culture, curriculum and teacher training”, carried out in an elementary public school from Vitoria, Brazil, the result aimed to bring closer the ethics from affections from Spinoza with Foucault’s existence aesthetics, thinking – through encounters lived by teachers and students in school everyday life – a curriculum beyond the materialized by curriculum based mainly in programs guidelines. The methodology used was the mapping of networks of conversations established in school everyday life. The study point that, when teachers and students bring experience to school life, they create the possibility of relying on life relations woven from different lines that connect to one another, creating other possible areas for curriculum. Conversation networks understood as networks of discursive practices concerning to different relations are powerful for the creating of knowledge as the most powerful of the affections, in which the event is considered as an effect of body encounters, another possibility for us to think school curriculum as relationship curriculum.
