出版社：Escola Superior de Educação do Instituto Politécnico de Santarém
摘要：We assume the curriculum in a flexible approach, including an emphasis in dialogic learning, as a conversational interaction to a mutual comprehension through a shared process of inquiry. We examine the influence of an alternative curriculum in which the emergence of thinking spaces was privileged in transitional work, namely in the reconstruction of the identity of fifteen at-risk students, i.e., teenagers experiencing a school drop-out situation. Following a sociocultural approach young students’ past experiences were collected in two distinct moments: one year after the alternative curriculum and three years later, in order to analyze: 1) memories of their experiences in the project; and 2) how they perceived this alternative curriculum’s impact on their social representation of the school and their future. The analysis draws on students' interviews, observations/accounts of a situation, photographs and by analysing documents, particularly students’ protocols. The affective relations with the teachers and the psychologist, and their participation on learning community are dominants on students’ narratives. This means that the curriculum as a mediational tool shaped transitions that contributed to the emergence of processes of repositioning of the person in her social and symbolic fields, enabled students to project their future.
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