Curriculums buitl on conversation networks

beyond the objectivation of the other

Abstract

It analyzes curricular processes as objectification of the other and/or an opening for the production of singular subjectivities. It understands these aspects of the curricula as interpenetrated in the immanence plane of school daily life, and may however, manifest itself in a way that produces bureaucratic or inventive subjectivities. It argues that the increase of networksof conversations stimulate processes of singularization in collective ways of being in school, as well as activating the potency of collecive actions by merging the individual with the group, the social. It emphasizes that the formation of networks of conversations by encouraging sharing of experiences, knowledge, affections, envolve all those potentially interested in thinking about the school curriculum. It concludes that the networks of conversations give impulse to the collective intelligence because, when putting forces in relation, institute other ways of thinking and to make curriculum, teaching and learning processes.