“Um Modo de Assembléia”:

Três Alunos e suas Escolas na Busca pela Superação do Ensino Instrucionista

Abstract

The present work shows the part of the Master's Thesis completed in 2018, in the Postgraduate Program in Education of a Brazilian Federal University, in the state of Minas Gerais, funded by CAPES, including the realization of the Sandwich Doctorate Abroad. Through narrative research and immersion processes in three schools (one in Brazil and two in Portugal), movements to overcome instructional teaching were investigated and how some of their students resignify such proposal in the ways they decide, opine and participate in the learning processes. Communication schemes, forms of particular social relationships and collaborative learning actions through the meanings constructed by the research participants are discussed. The data indicate that curriculum acts based on the constitution of training environments that foster the autonomy of students, assuming themselves as partners, collaborators in the learning processes, can be strong allies in transforming the school and, therefore, in the emergence of constructionism.
Keywords: narrative research, overcoming instructionalism, innovative schools, education in Brazil and Portugal