What If the curriculum occupied the school? High school students in movement

Secundaristas em movimento

Abstract

This paper, which is part of a doctoral thesis, discusses the curriculum based on the experiences of high school students during the school occupations in São Paulo in 2015. By resisting the proposed reorganization imposed by the government, students transformed schools into territories of collective invention, where they experimented new ways of living, learning, and producing meaning. The research contrasts the “prescription curriculum” — aligned with dominant interests — with an ephemeral and lived curriculum, woven into the daily practices of the occupations. Through cartography and inspired by the philosophies of difference, especially Lapoujade's and Deleuze and Guattari's concepts, the text proposes the image of a "dancing curriculum," which moves with the collective and affirms life in its multiplicity. Decisions about food, space organization, political debates, self-managed classes, and artistic expressions are understood as legitimate forms of curriculum construction. Thus, rather than suggesting a new model, the aim is to expand ways of thinking about the curriculum, opening gaps for sensitive and shared experiences that escape normativity. The Research contributes to post-critical debates, advocating the curriculum as a space for creation, resistance, and collective experimentation.