INVISIBLE ROOTS, VISIBLE SCHOOLS: NOTES ON THE QUESTION OF AUTHORSHIP IN INSTITUTING EXPERIENCES

Contextualized within São Paulo State Research Support Foundation (FAPESP)-funded research and grounded in critical perspective, this essay departs from the hypothesis that expanding the school’s formative possibilities requires looking closely at those educational experiences that dare to do things differently. It discusses the obstacles imposed by the neoliberal school and the potential of educational experiences that set in motion reflections on how pedagogical authorship is experienced by schools. The essay develops the debate from the instituting experiences of schools with authorial projects, mobilizing two analytical axes: historicity and the school form. By defining these axes as structuring elements in the analysis of school experiences, the essay seeks to open paths for future investigations capable of mapping and sharing such experiences, in order to strengthen networks and expand an agenda committed to another possible school—affirming that it already exists and needs visibility to be strengthened.

Keywords
Authorial projects; School-form; Instituting experiences; Pedagogical work organization; School