Letramentos localizados na espectrologia: um percurso investigativo para as políticas curriculares

• Autor(a) principal: Rangel, Andréia Mello
• Data de Publicação: 2022
• Outros Autores: [e-mail]
• 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/1/19469
• topic: Curriculum policy; Literacies; Deconstruction; Spectrology; Discourse theory; Política curricular; Letramentos; Desconstrução; Espectrologia; Teoria do discurso; CIENCIAS HUMANAS::EDUCACAO::CURRICULO

I argue in this study that the notion of translation and the thought of deconstruction, as developed by Derrida, are powerful to understand and investigate the different meanings that literacy (or literacies) assume in the curriculum policies that discuss the subject. For this, I locate literacies in Derridean spectrology (hauntology), thus pointing to the spectral and undecidable character of a phenomenon. I move away from classical conceptions of curriculum policy as a guide to practice, as guidelines produced by experts and implemented by teachers. I take an understanding of curricular policies as a meaning policy that operates by translations. In considering the question of forgiveness in Derrida and inscribing the debate proposed in this thesis in spectrology, I defend a policy without guarantees, without certainties and calculations; necessary, but impossible. I develop the theoretical-strategic discussion of this study with the post-structuralist and post-foundational contribution of the Discourse Theory (LACLAU; MOUFFE) and its incorporations in the field of education in Brazil (LOPES; MACEDO; DIAS), which gives me the opportunity to think of politics as translation (LOPES; CUNHA; COSTA) and consider relevant the dialogue with the production on the subject to discuss the dispute for hegemony - which is inseparable from the illusion of presence and therefore entails its own deconstruction. Thus, I locate literacies in its trail, in a non-essentialist logic, and to operate with the dissemination of meanings that strains the discursive field without the pretension to overcome this tension. In this path, I take Brazilian political texts such as the Pro-Literacy, Alphabetization and Language, National Pact for Alphabetization at the Right Age, and the National Alphabetization Policy. I progress in the research from the enhancement of the senses of the National Common Curricular Base. I understand that the discursive perspective can provide an opportunity to focus on the contingencies that acted for the formation of hegemonic processes, through a powerful discussion to melt such processes. This allows me to debate the issue considering demands and acts of power that led to the crystallization of meanings for literacy (or literacies). Inspired by the thought of the deconstruction of Derridean philosophy and betting on power to discuss the construction of hegemonies undertaken by the Laclauian discursive perspective, I intend to dispute discursively senses about literacy (or literacies) that escape the essentialist and perfectly determinable logic. In this way, I am open to other literacies - perhaps possible to be meaning, contingently, such as reading, writing, images, sounds, orality, gestures, expressions - literacies-discursive process, in which there is no accuracy and guarantees, undecidabilities that demand responsibilities as an ethical-political stance of the philosophy of the coming.