Currently, school curricula are undergoing profound changes to meet the
requirements of the National Common Curricular Base (BNCC) with regard to the formation
of specific skills and competences in each teaching modality, influencing the entire teaching
and learning process. The Federal Institute of Education, Science and Technology of Tocantins
(IFTO / Campus Araguaína), where the research took place, is facing this context of curricular
modification and needs that the implementation of content be contextualized with the social
reality of the students. In this case, the research was carried out in the course of Initial and
Continuous Training in Computer Operator, in the PROEJA modality, with students from the
1st and 2nd grades of High School, who are workers who did not have the opportunity to enter
formal education at an age that seek in school today to meet the needs demanded by the world
of work. PROEJA is a teaching modality with specificities such as, for example, the age-grade
distortion, visible in the classroom, which has students aged between 18 and 60 and who
therefore have experience of life that needs to be considered in the teaching and learning
process. The curricular modification in the contents of Human Sciences, which covers the
Teaching of Philosophy, had to be adapted to this reality. To proceed with the curricular
reformulation of Philosophy Teaching, we observed the contents that were being applied,
according to the menu, and we saw that they were disconnected from the students' sociocultural
reality and, therefore, from the PROEJA curriculum guidelines. Such guidelines value issues
related to the students' lives, such as work, culture, diversity, gender, ethnicity, among others,
in order to assist in the formation and constitution of new knowledge and that are aligned with
this perspective. The research problem was focused on the re-elaboration of the curricular
contents of the Philosophy discipline. To this end, we apply curricular content as an
experimental didactic sequence, thinking of a menu proposal articulated with the social
demands brought by the students. The products generated by the research are a menu for the
course and an experienced teaching sequence. The research problem ran through the teaching
and learning process, where we also noticed the need to understand how teaching produces
discourses that affect learning, that is, we needed to understand how students were being
affected by what we call “discursive effects” typical of formal education and to verify how they
were giving their own meaning to the content, which often overflowed what was expected, what
we call “sense effects” - the way the student refreshes the content and expresses resistance from
it, taking as a fundamental assumption the idea of the French philosopher Michel Foucault that
where there is power there is resistance. The teacher's desire for power is that the student learns
the curricular content, but any exercise of power produces resistance, considering that the
content itself is already tangent by power-knowledge relations - the selection of knowledge
predetermined by the menu, according to the BNCC, of the knowledge chosen by the teachers
in order to form the expected skills and competences. The entire dissertation debate is
articulated with the Foucauldian thought of power-knowledge, with a view to proceeding with
a critical analysis of the current Philosophy curriculum, the Base Document of PROEJA (2007)
and the material produced by the students, during the academic year of 2019 What are the
effects of the power-to-know relationship on PROEJA students' ways of learning? To what
extent do philosophical statements, considering the conceptual implications, especially the
relation of power-knowledge, produce resistance engendered by the formal school discourse
itself? These are questions that we seek to answer throughout the text and guided the research.
At first, we sought to analyze whether the content provided for philosophical studies, based on
the menu of the Pedagogical Course Project (PPC), presented the necessary relationship with
the students' knowledge and way of life. The practical research, in turn, was carried out in 2019,
with two classes of 1st and 2nd grade of PROEJA, and 25 students participated, in the context
of a weekly class with fifty minutes each. From the data collected in the pedagogical activities
carried out by the students, it was sought, in a second moment, to verify if with them there was
the possibility for them to perform a discursive rotation from one knowledge to another, in this case, to carry out the transition from common sense to critical sense - claimed by Philosophy
as reflection and critical positioning in the face of philosophical problems. Thus, the question
remained, to what extent the critical philosophical knowledge leads students to a discursive
relay? The idea of discursive relay appears in a text with dialogues between Foucault and
Deleuze, entitled “The intellectuals and the power”, in the book Microphysics of power, where
it is explicit the idea that the masses speak for themselves without needing the intellectuals, that
we can extend to the classroom, assuming that PROEJA students bring knowledge and a
discourse that needs to be considered, which expresses resistance to the formal itself. This
implies saying that there is no better knowledge than the other, but that there are different types
of knowledge adapted to the reality of individuals. In methodological terms, the research
followed a qualitative approach with an exploratory-descriptive background, with the
researcher as a participating observer, a factor that allowed to unveil and highlight the way in
which educational discourse expresses a power-knowledge in PROEJA and how students are
affected by discourses. and, at the same time, resist them. The analysis and interpretation of the
data brought relevant indications to think that it is necessary to consider the students to rework
the menu of the discipline of Philosophy and adapt the philosophical knowledge to the
knowledge of life.
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