School knowledge and emancipation: a post-foundational approach

Detalhes bibliográficos
Autor(a) principal: Gabriel, Carmen Teresa
Data de Publicação: 2016
Tipo de documento: Artigo
Idioma: por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/3551
Resumo: This paper aims to analyse the articulation between school knowledge and emancipation in the curriculum field, using an epistemic post-foundational approach. Given that naming is a political act, the analysis confronts the challenge posed by the paradigmatic turn to the essentialist readings of the world. The article clarifies the dialogue established with the post-foundational studies and highlights their effects on the fixation of meaning of the significant emancipation. Then, it analyses the intellectual production amassed in the curricular field during the last decade, focusing on the hegemonic processes of signification for school knowledge and emancipation. Finally, the analysis seeks to reactivate other possible meanings of the relation at stake by opening lines of research, in order to continue thinking about the curricular field in a political manner, amid the disputes over the defining border of school knowledge. 
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spelling School knowledge and emancipation: a post-foundational approachConocimiento escolar y emancipación: una lectura postfundacionalConnaissance scolaire et émancipation : une lecture post-fondationnelleConhecimento escolar e emancipação: uma leitura pós-fundacionalCurrículoConhecimento EscolarEmancipaçãoTeorias Pós-Fundacionais.artigoCurriculumSchool KnowledgeEmancipationPost-Foundational Theories.CurrículoConocimiento EscolarEmancipaciónTeorías Postfundacionales.CurriculumConnaissance ScolaireEmancipationTheories Post-Fondationnelles.This paper aims to analyse the articulation between school knowledge and emancipation in the curriculum field, using an epistemic post-foundational approach. Given that naming is a political act, the analysis confronts the challenge posed by the paradigmatic turn to the essentialist readings of the world. The article clarifies the dialogue established with the post-foundational studies and highlights their effects on the fixation of meaning of the significant emancipation. Then, it analyses the intellectual production amassed in the curricular field during the last decade, focusing on the hegemonic processes of signification for school knowledge and emancipation. Finally, the analysis seeks to reactivate other possible meanings of the relation at stake by opening lines of research, in order to continue thinking about the curricular field in a political manner, amid the disputes over the defining border of school knowledge. Este texto tiene el propósito de analizar la articulación entreconocimiento escolar y emancipación en el campo del currículo a partir de una postura epistémica postfundacional. Por entender que nombrar es un acto político, el análisis enfrenta el desafío planteado por el cambio paradigmático de las lecturas esencialistas del mundo. Explicita el diálogo establecido con los estudios postfundacionales y subraya sus efectos en la fijación de sentido para el significanteemancipación. Luego analiza la producción intelectual acumulada en el campo curricular en la última década, al enfocar los procesos de significación hegemonizados para la interfazconocimiento escolar y emancipación. Por fin, el análisis intenta reactivar otros posibles sentidos de la articulación abordada, dando inicio a pistas de investigación para que sigamos pensando políticamente el campo curricular, entre las disputas en la frontera que define elconocimiento escolar. Ce texte a pour but d'analyser l'articulation s'opérant entre connaissance scolaire et émancipationdans le champ du curriculum scolaire à partir d'une position épistémique post-fondationnelle. Étant entendu que le fait de nommer est un acte politique, l'analyse se trouve confrontée au défi lancé par la tournure paradigmatique à l'égard des lectures essentialistes du monde. Le dialogue établi avec les études post-fondationnelles, soulignant ses effets dans la fixation du sens pour le signifiant émancipation est explicité. L'analyse de la production intellectuelle accumulée dans le champ curriculaire au cours de la dernière décennie versant sur les processus de signification accaparés par l'interface connaissance scolaire et émancipation. Pour finir, l'analyse cherche à réactiver d'autres significations possibles de l'articulation mise en accent, en ouvrant des voies de recherche pour continuer à penser politiquement le champ curriculaire, au sein des disputes avérées dans la frontière définitrice de la connaissance scolaire. Este texto objetiva analisar a articulação entreconhecimento escolar e emancipação no campo do currículo a partir de uma postura epistêmica pós-fundacional. Entendendo que nomear é um ato político, a análise enfrenta o desafio colocado pela virada paradigmática às leituras essencialistas do mundo. Explicita o diálogo estabelecido com os estudos pós-fundacionais, sublinhando seus efeitos na fixação de sentido para o significanteemancipação.Em seguida, analisa a produção intelectual acumulada no campo curricular na última década, focalizando os processos de significação hegemonizados para a interfaceconhecimento escolar e emancipação. Por fim, a análise procura reativar outros sentidos possíveis da articulação em foco, abrindo pistas de investigação para continuarmos pensando politicamente o campo curricular, em meio às disputas na fronteira definidora de conhecimento escolar. Fundação Carlos Chagas2016-04-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/3551Cadernos de Pesquisa; Vol. 46 No. 159: jan./mar.2016; 104-130Cadernos de Pesquisa; Vol. 46 Núm. 159: jan./mar.2016; 104-130Cadernos de Pesquisa; Vol. 46 No. 159: jan./mar.2016; 104-130Cadernos de Pesquisa; v. 46 n. 159: jan./mar.2016; 104-1301980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/3551/pdf.7Copyright (c) 2016 Cadernos de Pesquisainfo:eu-repo/semantics/openAccessGabriel, Carmen Teresa2017-02-17T19:08:38Zoai:ojs.publicacoes.fcc.org.br:article/3551Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2017-02-17T19:08:38Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv School knowledge and emancipation: a post-foundational approach
Conocimiento escolar y emancipación: una lectura postfundacional
Connaissance scolaire et émancipation : une lecture post-fondationnelle
Conhecimento escolar e emancipação: uma leitura pós-fundacional
title School knowledge and emancipation: a post-foundational approach
spellingShingle School knowledge and emancipation: a post-foundational approach
Gabriel, Carmen Teresa
Currículo
Conhecimento Escolar
Emancipação
Teorias Pós-Fundacionais.
artigo
Curriculum
School Knowledge
Emancipation
Post-Foundational Theories.
Currículo
Conocimiento Escolar
Emancipación
Teorías Postfundacionales.
Curriculum
Connaissance Scolaire
Emancipation
Theories Post-Fondationnelles.
title_short School knowledge and emancipation: a post-foundational approach
title_full School knowledge and emancipation: a post-foundational approach
title_fullStr School knowledge and emancipation: a post-foundational approach
title_full_unstemmed School knowledge and emancipation: a post-foundational approach
title_sort School knowledge and emancipation: a post-foundational approach
author Gabriel, Carmen Teresa
author_facet Gabriel, Carmen Teresa
author_role author
dc.contributor.author.fl_str_mv Gabriel, Carmen Teresa
dc.subject.por.fl_str_mv Currículo
Conhecimento Escolar
Emancipação
Teorias Pós-Fundacionais.
artigo
Curriculum
School Knowledge
Emancipation
Post-Foundational Theories.
Currículo
Conocimiento Escolar
Emancipación
Teorías Postfundacionales.
Curriculum
Connaissance Scolaire
Emancipation
Theories Post-Fondationnelles.
topic Currículo
Conhecimento Escolar
Emancipação
Teorias Pós-Fundacionais.
artigo
Curriculum
School Knowledge
Emancipation
Post-Foundational Theories.
Currículo
Conocimiento Escolar
Emancipación
Teorías Postfundacionales.
Curriculum
Connaissance Scolaire
Emancipation
Theories Post-Fondationnelles.
description This paper aims to analyse the articulation between school knowledge and emancipation in the curriculum field, using an epistemic post-foundational approach. Given that naming is a political act, the analysis confronts the challenge posed by the paradigmatic turn to the essentialist readings of the world. The article clarifies the dialogue established with the post-foundational studies and highlights their effects on the fixation of meaning of the significant emancipation. Then, it analyses the intellectual production amassed in the curricular field during the last decade, focusing on the hegemonic processes of signification for school knowledge and emancipation. Finally, the analysis seeks to reactivate other possible meanings of the relation at stake by opening lines of research, in order to continue thinking about the curricular field in a political manner, amid the disputes over the defining border of school knowledge. 
publishDate 2016
dc.date.none.fl_str_mv 2016-04-07
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/3551
url https://publicacoes.fcc.org.br/cp/article/view/3551
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/3551/pdf.7
dc.rights.driver.fl_str_mv Copyright (c) 2016 Cadernos de Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Cadernos de Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 46 No. 159: jan./mar.2016; 104-130
Cadernos de Pesquisa; Vol. 46 Núm. 159: jan./mar.2016; 104-130
Cadernos de Pesquisa; Vol. 46 No. 159: jan./mar.2016; 104-130
Cadernos de Pesquisa; v. 46 n. 159: jan./mar.2016; 104-130
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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