Estetização da teoria curricular
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/21031 |
Resumo: | Often, in the history of curriculum thinking, curriculum is treated as something about which it is possible to speak of truth. Articles and books have been written about the truth of the curriculum. Presenting what it supposedly is. The one who knows the curriculum must bring light and lead the other out of the darkness of ignorance. In order to escape, it is necessary to follow prescriptions made by the messiahs, engendering the control of the life of the other through practices of the bearers of the truth. Inspired by Lyotard’s philosophy, it is argued, in this Doctoral dissertation, that some curriculum designers, in different ways, try to escape the repetition of the predictable world and make the aestheticization the paver for other ways. Sensitivity in place of rationalization and reaffirmation of the curriculum as a language game. Nietzsche, Foucault and Deleuze are some of those who align with those willing to aestheticize the curriculum. Others do not even start from the critique of rationalization. They know that the unpresentable cannot be conceptualized or represented. One can only approach it. Thus, the curriculum in dispute, the curricular poetics, the art curriculum and the curriculum that dances as experiments of the curricular avant-garde are proposed. In this way, they got so close to the unpresentable to discover that they were far away and that all that was left for them was to experience the approximation. They are driven by the sublime. They are experimenters. In curricular policy, they are the ones who invoke the feeling that moves the changes. It is spoken of enthusiasm, which is the sublime in politics. Thus, it is advocated in this dissertation that curricular aestheticization is a movement that takes the curriculum as an event, which escapes all attempts at universalization, prescriptivism, unity and messianism, being, therefore, the moment of singularities. With aestheticization, the courts and their judges fall. Aestheticization creates meanings and, by creating them, it reaffirms singularities. |
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Lopes, Alice Ribeiro CasimiroFaria, Filipe Ceppas de Carvalho eLemos, Guilherme Augusto RezendeCosta, Hugo Heleno CamiloDelboni, Tânia Mara Zanotti Guerra Frizzerahttp://lattes.cnpq.br/7255560725812892Oliveira, Anderson Ignacioandersonprofilosofia92@gmail.com2024-02-06T16:19:38Z2023-10-05OLIVEIRA, Anderson Ignacio. Estetização da teoria curricular. 2023. 217 f. Tese (Programa de Pós-Graduação em Educação) - Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2023.http://www.bdtd.uerj.br/handle/1/21031Often, in the history of curriculum thinking, curriculum is treated as something about which it is possible to speak of truth. Articles and books have been written about the truth of the curriculum. Presenting what it supposedly is. The one who knows the curriculum must bring light and lead the other out of the darkness of ignorance. In order to escape, it is necessary to follow prescriptions made by the messiahs, engendering the control of the life of the other through practices of the bearers of the truth. Inspired by Lyotard’s philosophy, it is argued, in this Doctoral dissertation, that some curriculum designers, in different ways, try to escape the repetition of the predictable world and make the aestheticization the paver for other ways. Sensitivity in place of rationalization and reaffirmation of the curriculum as a language game. Nietzsche, Foucault and Deleuze are some of those who align with those willing to aestheticize the curriculum. Others do not even start from the critique of rationalization. They know that the unpresentable cannot be conceptualized or represented. One can only approach it. Thus, the curriculum in dispute, the curricular poetics, the art curriculum and the curriculum that dances as experiments of the curricular avant-garde are proposed. In this way, they got so close to the unpresentable to discover that they were far away and that all that was left for them was to experience the approximation. They are driven by the sublime. They are experimenters. In curricular policy, they are the ones who invoke the feeling that moves the changes. It is spoken of enthusiasm, which is the sublime in politics. Thus, it is advocated in this dissertation that curricular aestheticization is a movement that takes the curriculum as an event, which escapes all attempts at universalization, prescriptivism, unity and messianism, being, therefore, the moment of singularities. With aestheticization, the courts and their judges fall. Aestheticization creates meanings and, by creating them, it reaffirms singularities.Muitas vezes, na história do pensamento curricular, o currículo é trabalhado como uma coisa sobre a qual é possível dizer uma verdade. Artigos e livros foram escritos falando sobre a verdade do currículo. Apresentar aquilo que supostamente ele é. Aquele que conhece o currículo deve levar luz e conduzir o outro para fora das trevas da ignorância. Para a fuga, é preciso seguir prescrições realizadas pelos messias, engendrando o controle da vida do outro por meio de práticas dos portadores da verdade. Inspirado pela filosofia de Lyotard, defende-se, nesta tese, que alguns curriculistas, de diferentes formas, tentam escapar da repetição do mundo previsível e fazem da estetização a pavimentadora para outros caminhos. Sensibilidade no lugar da racionalização e reafirmação do currículo como jogos de linguagem. Nietzsche, Foucault e Deleuze são alguns dos que caminham com aqueles dispostos a estetizarem o currículo. Outros nem partem da crítica à racionalização. Sabem que o inapresentável não pode ser conceituado ou representado. Dele só se pode aproximar. São assim propostos o currículo em disputa, a poética curricular, o currículo arte e o currículo que baila como experimentações da vanguarda curricular. Desse modo, chegaram tão próximos do inapresentável para descobrirem que estavam longe e que lhes sobrava apenas experienciar a aproximação. São movidos pelo sublime. São experimentadores. Na política curricular, são eles que invocam o sentimento que move as mudanças. Fala-se do entusiasmo, que é o sublime na política. Assim, defende-se, nesta tese, que a estetização curricular é um movimento que toma o currículo como acontecimento, que escapa a todas as tentativas de universalização, prescritivismo, unidade e messianismo, sendo, portanto, o momento das singularidades. Com a estetização caem os tribunais e os seus julgadores. A estetização cria significados e, ao criá-los, reafirma as singularidades.Submitted by Marianna CEH/A (marianna.uerj@gmail.com) on 2024-02-06T16:19:38Z No. of bitstreams: 1 Tese - Anderson Ignacio Oliveira - 2023 - Completa.pdf: 1397135 bytes, checksum: d6522a6f7d4f2d3ab8465251e655d7b6 (MD5)Made available in DSpace on 2024-02-06T16:19:38Z (GMT). No. of bitstreams: 1 Tese - Anderson Ignacio Oliveira - 2023 - Completa.pdf: 1397135 bytes, checksum: d6522a6f7d4f2d3ab8465251e655d7b6 (MD5) Previous issue date: 2023-10-05application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBrasilCentro de Educação e Humanidades::Faculdade de EducaçãoEstetizaciónRepeticiónCurrículumAestheticizationRepetitionCurriculumEstetizaçãoRepetiçãoCurrículoCIENCIAS HUMANAS::EDUCACAO::CURRICULOEstetização da teoria curricularEstetización de la teoría curricularAestheticization of curriculum theoryinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALTese - Anderson Ignacio Oliveira - 2023 - Completa.pdfTese - Anderson Ignacio Oliveira - 2023 - Completa.pdfapplication/pdf1397135http://www.bdtd.uerj.br/bitstream/1/21031/2/Tese+-+Anderson+Ignacio+Oliveira+-+2023+-+Completa.pdfd6522a6f7d4f2d3ab8465251e655d7b6MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82011http://www.bdtd.uerj.br/bitstream/1/21031/1/license.txtba23dde015e31ff1802d858071d990cdMD511/210312024-02-27 12:43:10.298oai:www.bdtd.uerj.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T15:43:10Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Estetização da teoria curricular |
dc.title.alternative.spa.fl_str_mv |
Estetización de la teoría curricular |
dc.title.alternative.eng.fl_str_mv |
Aestheticization of curriculum theory |
title |
Estetização da teoria curricular |
spellingShingle |
Estetização da teoria curricular Oliveira, Anderson Ignacio Estetización Repetición Currículum Aestheticization Repetition Curriculum Estetização Repetição Currículo CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Estetização da teoria curricular |
title_full |
Estetização da teoria curricular |
title_fullStr |
Estetização da teoria curricular |
title_full_unstemmed |
Estetização da teoria curricular |
title_sort |
Estetização da teoria curricular |
author |
Oliveira, Anderson Ignacio |
author_facet |
Oliveira, Anderson Ignacio andersonprofilosofia92@gmail.com |
author_role |
author |
author2 |
andersonprofilosofia92@gmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lopes, Alice Ribeiro Casimiro |
dc.contributor.referee1.fl_str_mv |
Faria, Filipe Ceppas de Carvalho e |
dc.contributor.referee2.fl_str_mv |
Lemos, Guilherme Augusto Rezende |
dc.contributor.referee3.fl_str_mv |
Costa, Hugo Heleno Camilo |
dc.contributor.referee4.fl_str_mv |
Delboni, Tânia Mara Zanotti Guerra Frizzera |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7255560725812892 |
dc.contributor.author.fl_str_mv |
Oliveira, Anderson Ignacio andersonprofilosofia92@gmail.com |
contributor_str_mv |
Lopes, Alice Ribeiro Casimiro Faria, Filipe Ceppas de Carvalho e Lemos, Guilherme Augusto Rezende Costa, Hugo Heleno Camilo Delboni, Tânia Mara Zanotti Guerra Frizzera |
dc.subject.spa.fl_str_mv |
Estetización Repetición Currículum |
topic |
Estetización Repetición Currículum Aestheticization Repetition Curriculum Estetização Repetição Currículo CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Aestheticization Repetition Curriculum |
dc.subject.por.fl_str_mv |
Estetização Repetição Currículo |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
Often, in the history of curriculum thinking, curriculum is treated as something about which it is possible to speak of truth. Articles and books have been written about the truth of the curriculum. Presenting what it supposedly is. The one who knows the curriculum must bring light and lead the other out of the darkness of ignorance. In order to escape, it is necessary to follow prescriptions made by the messiahs, engendering the control of the life of the other through practices of the bearers of the truth. Inspired by Lyotard’s philosophy, it is argued, in this Doctoral dissertation, that some curriculum designers, in different ways, try to escape the repetition of the predictable world and make the aestheticization the paver for other ways. Sensitivity in place of rationalization and reaffirmation of the curriculum as a language game. Nietzsche, Foucault and Deleuze are some of those who align with those willing to aestheticize the curriculum. Others do not even start from the critique of rationalization. They know that the unpresentable cannot be conceptualized or represented. One can only approach it. Thus, the curriculum in dispute, the curricular poetics, the art curriculum and the curriculum that dances as experiments of the curricular avant-garde are proposed. In this way, they got so close to the unpresentable to discover that they were far away and that all that was left for them was to experience the approximation. They are driven by the sublime. They are experimenters. In curricular policy, they are the ones who invoke the feeling that moves the changes. It is spoken of enthusiasm, which is the sublime in politics. Thus, it is advocated in this dissertation that curricular aestheticization is a movement that takes the curriculum as an event, which escapes all attempts at universalization, prescriptivism, unity and messianism, being, therefore, the moment of singularities. With aestheticization, the courts and their judges fall. Aestheticization creates meanings and, by creating them, it reaffirms singularities. |
publishDate |
2023 |
dc.date.issued.fl_str_mv |
2023-10-05 |
dc.date.accessioned.fl_str_mv |
2024-02-06T16:19:38Z |
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OLIVEIRA, Anderson Ignacio. Estetização da teoria curricular. 2023. 217 f. Tese (Programa de Pós-Graduação em Educação) - Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2023. |
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http://www.bdtd.uerj.br/handle/1/21031 |
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OLIVEIRA, Anderson Ignacio. Estetização da teoria curricular. 2023. 217 f. Tese (Programa de Pós-Graduação em Educação) - Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2023. |
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Universidade do Estado do Rio de Janeiro |
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