The Slum Curriculum

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: Interrogating the Everydayness of Living Curricular Practices: Honoring Language Literacy and Identity Across Multiple Terrains (Table 2)

Abstract

This paper explores the existence of a slum curriculum (Oliveira, J., 2021) created within everyday life (Süssekind, 2012) through onto-epistemological struggles (Paraskeva, 2011; 2021) by different and diverse school communities that are always transgressors and territorialized, as a complicated conversation (Pinar, 1995) although made invisible by curriculum politics and standardized tests for elementary and secondary schools. Such everyday life creations inhabit the schools located – often besieged – in this socially peripheral or abyssal territory are always disquiet negotiations on dissensus, since they do not follow the curriculum prescriptions and neither the social ones, recognizing knowledge, cultures, identities, and legitimacy of the subjects of these schools and their territories.

Authors

• Inês Barbosa de Oliveira, University Estácio de Sá
  Presenting Author

• Jeferson Maske, Universidade Federal do Estado do Rio de Janeiro
  Presenting Author

• Joao Menelau Paraskeva, University of Massachusetts
  Presenting Author

• Maria Luiza Süssekind, Federal University of Rio de Janeiro State
  Presenting Author