Some assumptions and purposes of research dedicated to disinvisibilize curriculum and teaching authorship
DOI:
https://doi.org/10.22483/2177-5796.2026v28id5778Keywords:
curriculum creation, sociology of absences and emergencies, self-evaluation.Abstract
The purpose, in this text, is to highlight some assumptions and purposes of research dedicated to disinvisibilize curriculum and teaching authorship as a way to contribute to this dossier that, when dealing with teacher training and curriculum policies, emphasizes resistance and creation in schools. For this, we are inspired by the Sociology of Absences and Emergencies as a theoretical-methodological orientation, in order to discuss two examples of disinvisibilized practices, whose objectives are similar to the same extent that their content is distant, to argue, first, illustratively, in relation to what is intended with this type of research and, above all, second to highlight what we have learned by disinvisibilizing the daily creations of teachers as part of the curricular experience that we waste by disregarding them. About such learning, we reflect, at the end of the text, on the concept of teaching authorship connected to the dimension of social quality of curricular creations
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Copyright (c) 2026 Júlio César Augusto do Valle
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