Banca de QUALIFICAÇÃO: ROSIMEIRE MARINHO DE OLIVEIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : ROSIMEIRE MARINHO DE OLIVEIRA
DATA : 04/12/2025
HORA: 08:30
LOCAL: https://meet.google.com/mxa-vbug-pjb
TÍTULO:

Curriculum Between Margins: Cartography of a Rural School in a Riverside Community in the Southwest Region of Mato Grosso

PALAVRAS-CHAVES:

Community. Rural school. Riverside school. Curriculum

PÁGINAS: 103
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Currículo
RESUMO:

This dissertation is situated within the field of research on curriculum, educational practices, and schooling, with a focus on schools located in and of rural and riverside communities in the state of Mato Grosso, Brazil. Entitled “Curriculum between margins: cartography of a rural school in a riverside community in the southwest of Mato Grosso”, the study was developed within the Graduate Program in Education at the State University of Mato Grosso (PPGEdu/UNEMAT), in the research line Education and Diversity. The research field is Escola Bento, located in the rural district of Santa Fé, in the municipality of São José dos Quatro Marcos – MT. The intercessors were teachers and students, particularly a multigrade class composed of 3rd, 4th, and 5th grade students. The central question is: How does the curriculum of Escola Bento articulate with territorial forces, relations of knowledge-power, and processes of subjectivation of the subjects living on the margins of the Bugres River, in a rural and riverside community in the southwest of Mato Grosso? The study aims to understand the tensions between territorial belonging and the policies of displacement and deterritorialization that impact the school and its community. The objective was to cartograph how curriculum and pedagogical practices are constituted in the daily life of a rural/riverside community, highlighting the historical, political, and affective flows that produce subjectivities among margins. The research adopts cartography (Deleuze & Guattari, 2011) and narratives (Benjamin, 1994; Maldonado, 2017) as methodological procedures, committed to a sensitive and implicated research posture. The process involved field diaries, attentive and affective listening, classroom observations, and documentation of the teacher’s practice. These gestures unfolded into encounters: interviews, informal conversations in the teachers’ room, cafeteria, schoolyard, during festivity rehearsals, ornament making, and even shared rides. Through these intertwinings of affections, time, and space, the school’s cartography was gradually drawn. The study concludes that Escola Bento is not formally recognized as either a rural or riverside school—neither in its curriculum nor in its institutional structure—being officially classified as an annex or extension. However, the subjects who inhabit and traverse this space—children, teachers, and families—bring the rural into the school through their voices, gestures, knowledge, and everyday practices. It is in this in-between space, among margins and silences, that Bento pulses as a becoming-school, challenging the instituted and opening breaches for other forms of belonging and resistance.

MEMBROS DA BANCA:
Interna - 83187001 - MARITZA MACIEL CASTRILLON MALDONADO
Interna - 53664001 - ROSANE DUARTE ROSA SELUCHINESK
Interno - 884979001 - VILMAR ALVES PEREIRA
Externa à Instituição - OZERINA VICTOR DE OLIVEIRA - UFMT
Externo à Instituição - SANDRA KRETLI - UFES