Pathology: curricular experiences in Bahian high school

Abstract

In the text, the school yard is treated as an open area for the practice of the curriculum, where different bodies, times, territories and histories meet. In this article, we put our experiences into dialogue, both as students of basic education, as students of the pedagogy course, and, now, as education workers, in this pulsating space that feeds our training. We deal with this undisciplined curricular dimension, which emerged in us as a vital breath during our undergraduate years in higher education and which has been re-signified as a practice of quilombism in basic school: patiology. To do this, we sought to bring together the courtyards of a public high school in Conceição do Coité, in the interior of Bahia, and the courtyard of the Faculty of Education of the Federal University of Bahia (UFBA), located in the state capital, at the time in which we problematize the Curricular Guidelines for Secondary Education in Bahia. Assuming conversation as a research methodology (Sampaio; Ribeiro; Souza, 2021) and questioning hierarchical perspectives in teacher training, we share scenarios that build curricula, ambiences and experiences that enable us to see the power of the courtyard as a territory for the production of collective life, of production and exchange of knowledge. Claiming to be pathologists, we do not give up the pedagogies that only a patiology can cultivate, at the same time that we demand classrooms with guaranteed objective conditions, so that dreaming is a possibility for vulnerable Bahian youth, compulsorily led into the world of precarious work, whether by school expulsion or by the success of the racist and bourgeois citizenship project that still continues to dictate rules across these lands.