Resumo O ensino de uma agenda de transformação social nos cursos de terapia ocupacional nas universidades brasileiras é um projeto em andamento. Neste artigo: (1) introduzimos a teoria de Reconstrução Ocupacional; (2) contextualizamos a situação dos candangos – que são aqueles que construíram a utópica nova capital do Brasil, Brasília – com base na literatura; (3) descrevemos esforços para expandir a temática da inclusão social na Universidade de Brasília, Brasil; e (4) discutimos como a reconstrução ocupacional serviu de estrutura para o ensino, a pesquisa e a prática. A teoria de Reconstrução Ocupacional explica a transformação social como parte da filosofia e do conhecimento de base “ocupacional”. A teoria foi útil para orientar as experiências dos alunos e alcançar resultados de aprendizagem. Durante o curso, os alunos começaram a recontar suas próprias histórias, dialogando com seus familiares mais velhos para conhecer como os candangos lidavam com condições sociais problemáticas nos primeiros dias de Brasília. Eles foram desafiados a apresentar um caso de Reconstrução Ocupacional em forma de literatura de cordel – um livreto impresso de baixo custo; assim, movendo as histórias dos candangos para a esfera pública. O artigo conclui com uma reflexão crítica sobre as vantagens, limitações e possíveis aplicações futuras em currículos.

Abstract Teaching an occupational therapy agenda of social transformation in Brazilian universities is an ongoing project. In this article we (1) Introduce the theory of occupational reconstructions; (2) Contextualize the candangos ’ – those who built the country’s new utopian Brazilian capital, Brasília - situation based on published literature; (3) Describe reforms to expand social inclusion at University of Brasília, Brazil; and (4) Discuss how occupational reconstruction served as a frame for teaching, research and practice. Occupational reconstruction theory explains social transformation as part of the philosophy and knowledge base of ‘occupation’. The theory was useful to guide the students’ experiences and reach learning outcomes. During the course, students began by recounting their histories while also contacting their elders to find out how the candangos dealt with problematic social conditions in Brasília’s early days. They were challenged to present a case of the occupational reconstruction as an example of literatura de cordel – a low-budget printed booklet ; thus, moving the candangos’ stories into the public sphere. The paper concludes with a critical reflection on the advantages, limitations, and possible future applications of the curriculum.

This article introduces a new way to think about social transformation in occupational science. The theory of occupational reconstructions is presented through examples of collective action by disempowered communities to achieve racial justice. An Occupational reconstruction' is defined as what people do to remake ordinary life in response to a problematic situation. Occupational reconstructions are characterised by: (1) problematic situations; (2) meaningful and purposeful action; (3) embodied practices; (4) narrative structure; (5) creative transformations; (6) voluntary engagement; and (7) hopeful experimentalism. We apply the theory of occupational reconstructions here to large-scale situations of political activism in the American civil rights movement and the South African struggle against apartheid. The authors suggest that occupational reconstructions offer a distinctive theory of social transformation that can help occupational science and occupational therapy engage in both mass movements and more local situations relating to human rights and social justice.