Palavras-chave
Atenção; cotidiano escolar; EJAI
Autores
Abstract
In continuing and adult education, school everyday life is organized by rhythms, functions, and expectations that orient attention, compressing the appearance of the sensible. In this context, the research investigates the encounter of an adult, by chance, with an object out of place inserted in the school environment, without a recognized pedagogical purpose. The study aims to analyze how this encounter affects attention, taking pauses, hesitations, and brief perceptual shifts as indications of the emergence of the sensible. This is qualitative research in an initial phase, based on the direct observation of ordinary situations, through the unannounced insertion of a displaced object, without pedagogical mediation or instructions for use. As partial results, procedures for field construction and recording strategies are outlined, focusing on identifying occurrences in which the object is not perceived and those in which it produces variations in attention. This contribution lies in understanding the instability of the sensible in school everyday life, considering its appearance or interruption, through observable variations in attention.
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