Letramentos localizados na espectrologia: um percurso investigativo para as políticas curriculares
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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/1/19469 |
Resumo: | 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. |
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Dias , Rosanne Evangelistahttp://lattes.cnpq.br/3232517370947081Lopes, Alice Ribeiro Casimirohttp://lattes.cnpq.br/5262190522408958Oliveira, Marcia Lisbôa Costa dehttp://lattes.cnpq.br/0080160443827520Cunha, Érika Virgílio Rodrigues dahttp://lattes.cnpq.br/1583175347126296Oliveira, Marcia Betania dehttp://lattes.cnpq.br/7370309066861491http://lattes.cnpq.br/9379627174563751Rangel, Andréia Melloprofandreiamello@gmail.com2023-04-28T16:07:47Z2022-12-17RANGEL, Andréia Mello. Letramentos localizados na espectrologia: um percurso investigativo para as políticas curriculares. 2022. 143 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022.http://www.bdtd.uerj.br/handle/1/19469I 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.Defendo neste estudo que a noção de tradução e o pensamento da desconstrução, tal como desenvolvidos por Derrida, são potentes para compreender e investigar as diferentes significações que letramento/s assumem no campo e nas políticas de currículo que discutem o tema. Para isso, localizo letramentos na espectrologia derridiana (hantologie), apontando, assim, para o caráter espectral e indecidível de um fenômeno. Afasto-me de concepções clássicas de política curricular como um guia para a prática, como orientações produzidas por especialistas e implementadas por professores. Admito uma compreensão de políticas curriculares como política de significação que opera por traduções. Ao considerar a questão do perdão em Derrida e inscrever o debate proposto nesta tese na espectrologia, defendo uma política sem garantias, sem certezas e cálculos; necessária, mas impossível. Desenvolvo a discussão teórico-estratégica deste estudo com o aporte pós-estruturalista e pós-fundacional da Teoria do Discurso (LACLAU; MOUFFE) e suas incorporações no campo da educação no Brasil (LOPES; MACEDO; DIAS), o que me oportuniza pensar a política como tradução (LOPES; CUNHA; COSTA) e considerar relevante o diálogo com a produção sobre o tema para discutir a disputa por hegemonia – a qual é inseparável da ilusão de presença e, portanto, comporta consigo a sua própria desconstrução. Assim, localizo letramentos na ordem do rastro, em uma lógica não essencialista, e para operar com a disseminação de sentidos que tensiona o campo discursivo sem a pretensão de superar essa tensão. Neste percurso, disponho de textos políticos como o Pró-Letramento Alfabetização e Linguagem, Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) e a Política Nacional de Alfabetização (PNA). Avanço na investigação a partir do realce aos sentidos da Base Nacional Comum Curricular (BNCC). Entendo que a perspectiva discursiva oportuniza focalizar as contingências que atuaram para a formação de processos hegemônicos, por meio de uma discussão potente para des-sedimentar tais processos. Isso me possibilita debater o tema considerando demandas e atos de poder que ensejaram a cristalização de sentidos para letramento/s. Inspirada pelo pensamento da desconstrução da filosofia derridiana e apostando na potência para discutir a construção de hegemonias empreendida pela perspectiva discursiva laclauniana, tenciono disputar discursivamente sentidos sobre letramento/s que escapem à lógica essencialista e perfeitamente determinável. Nesse caminho, anuncio a hospitalidade a letramentos outros – talvez possíveis de serem significados, contingentemente, como leitura, escrita, imagens, sons, oralidade, gestos, expressões – letramentos-processo discursivo, em que não há precisão e garantias, apenas indecidibilidades que nos demandam responsabilidades como uma postura ético-política da filosofia do por vir.Submitted by Barbara Marques CEH/A (barbara_marques@id.uff.br) on 2023-04-28T16:07:47Z No. of bitstreams: 1 Tese - Andréia Mello Rangel - 2022 - Completa.pdf: 1497581 bytes, checksum: c0a65a0b00d7fd3b940efd747cff93b5 (MD5)Made available in DSpace on 2023-04-28T16:07:47Z (GMT). No. of bitstreams: 1 Tese - Andréia Mello Rangel - 2022 - Completa.pdf: 1497581 bytes, checksum: c0a65a0b00d7fd3b940efd747cff93b5 (MD5) Previous issue date: 2022-12-17application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBrasilCentro de Educação e Humanidades::Faculdade de EducaçãoCurriculum policyLiteraciesDeconstructionSpectrologyDiscourse theoryPolítica curricularLetramentosDesconstruçãoEspectrologiaTeoria do discursoCIENCIAS HUMANAS::EDUCACAO::CURRICULOLetramentos localizados na espectrologia: um percurso investigativo para as políticas curricularesLiteracies located in spectrology: an investigative path for curriculum policiesinfo: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 - Andréia Mello Rangel - 2022 - Completa.pdfTese - Andréia Mello Rangel - 2022 - Completa.pdfapplication/pdf1497581http://www.bdtd.uerj.br/bitstream/1/19469/2/Tese+-+Andr%C3%A9ia+Mello+Rangel+-+2022+-+Completa.pdfc0a65a0b00d7fd3b940efd747cff93b5MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82123http://www.bdtd.uerj.br/bitstream/1/19469/1/license.txte5502652da718045d7fcd832b79fca29MD511/194692024-02-27 12:43:08.268oai: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:29032024-02-27T15:43:08Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Letramentos localizados na espectrologia: um percurso investigativo para as políticas curriculares |
dc.title.alternative.eng.fl_str_mv |
Literacies located in spectrology: an investigative path for curriculum policies |
title |
Letramentos localizados na espectrologia: um percurso investigativo para as políticas curriculares |
spellingShingle |
Letramentos localizados na espectrologia: um percurso investigativo para as políticas curriculares Rangel, Andréia Mello Curriculum policy Literacies Deconstruction Spectrology Discourse theory Política curricular Letramentos Desconstrução Espectrologia Teoria do discurso CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Letramentos localizados na espectrologia: um percurso investigativo para as políticas curriculares |
title_full |
Letramentos localizados na espectrologia: um percurso investigativo para as políticas curriculares |
title_fullStr |
Letramentos localizados na espectrologia: um percurso investigativo para as políticas curriculares |
title_full_unstemmed |
Letramentos localizados na espectrologia: um percurso investigativo para as políticas curriculares |
title_sort |
Letramentos localizados na espectrologia: um percurso investigativo para as políticas curriculares |
author |
Rangel, Andréia Mello |
author_facet |
Rangel, Andréia Mello profandreiamello@gmail.com |
author_role |
author |
author2 |
profandreiamello@gmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Dias , Rosanne Evangelista |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3232517370947081 |
dc.contributor.referee1.fl_str_mv |
Lopes, Alice Ribeiro Casimiro |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5262190522408958 |
dc.contributor.referee2.fl_str_mv |
Oliveira, Marcia Lisbôa Costa de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0080160443827520 |
dc.contributor.referee3.fl_str_mv |
Cunha, Érika Virgílio Rodrigues da |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/1583175347126296 |
dc.contributor.referee4.fl_str_mv |
Oliveira, Marcia Betania de |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/7370309066861491 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9379627174563751 |
dc.contributor.author.fl_str_mv |
Rangel, Andréia Mello profandreiamello@gmail.com |
contributor_str_mv |
Dias , Rosanne Evangelista Lopes, Alice Ribeiro Casimiro Oliveira, Marcia Lisbôa Costa de Cunha, Érika Virgílio Rodrigues da Oliveira, Marcia Betania de |
dc.subject.eng.fl_str_mv |
Curriculum policy Literacies Deconstruction Spectrology Discourse theory |
topic |
Curriculum policy Literacies Deconstruction Spectrology Discourse theory Política curricular Letramentos Desconstrução Espectrologia Teoria do discurso CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.por.fl_str_mv |
Política curricular Letramentos Desconstrução Espectrologia Teoria do discurso |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
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. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-12-17 |
dc.date.accessioned.fl_str_mv |
2023-04-28T16:07:47Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
RANGEL, Andréia Mello. Letramentos localizados na espectrologia: um percurso investigativo para as políticas curriculares. 2022. 143 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/19469 |
identifier_str_mv |
RANGEL, Andréia Mello. Letramentos localizados na espectrologia: um percurso investigativo para as políticas curriculares. 2022. 143 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
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http://www.bdtd.uerj.br/handle/1/19469 |
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por |
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por |
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openAccess |
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UERJ |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação e Humanidades::Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
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