Experiências de construção de currículo no Centro de Autoacesso Do It Yourself

Abstract

I lived one of my first digital experiences with technologies when I was ten years old and learned how to play video games. This experience led me to make curriculum by exploring game technologies autonomously. Some years later, being a teacher and a researcher, I lived different experiences that also contributed to curriculum making as I used several digital technologies and created resources for teaching and learning. From my lived experiences, I realized that my students were also using those technologies to achieve different goals. Thus, after a few years of teaching, I understood that it could be important to research the curriculum that was being made by the experiences that were being lived through these technologies, also by the way they were being used. In this sense, in this narrative study, I aimed to tell and make meaning out of the experiences six high school students (from a school that has a certification program) and I lived in the Self-Access Center Do It Yourself. The center is a digital environment with access to internet and to computers. While there, we had the chance to decide what activities we would do in it. In this inquiry, I wondered what we would do while we were in the self-access center, what the experiences of interaction in that environment would be, and how the lived experiences could contribute to the development of literacies. In addition, I wondered what my experience as a mediator of the self-access center would be. I conducted this narrative study along the Narrative Inquiry theoretical-methodological path, and I looked at the life curriculum we (the students and myself) created by the experiences we lived and shared in the Self-Access Center Do It Yourself. The stories told in this study have helped me understand that, in the self-access center, we followed our own paths and, while we were in that environment, we surfed the Web and accessed various websites (for searching - researching, sending and receiving e-mails, games, social networks, among others). Moreover, by the meanings made in this doctoral thesis, I understood that the experiences we lived in the selfaccess center allowed us to make a curriculum around interaction, inclusion, literacy, and learning events when we shared life experiences related to: the leadership that each of us exercised, our individual choices of how to use the self-access center, the learnings and literacies we have achieved, the particular goals of each of us to attend the center and the way we interacted in that environment.