Gigante pela própria natureza? A formação discursiva de um currículo-nação para a alfabetização

• Autor(a) principal: Afonso, Nataly da Costa
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17263
• topic: National Curriculum Policies for Literacy; National; Curriculum-Nation; Educação; Currículos; Alfabetização; Políticas Curriculares Nacionais de Alfabetização; Nacional; Currículo-Nação; CIENCIAS HUMANAS::EDUCACAO::CURRICULO

Repeated in the nomination of several curricular policies, the national signifier presents itself as a discursive strategy in the educational scope. In this context, the present research aims to problematize the idea of nation and its mobilization in national curriculum literacy policies in the period 2012-2019. Therefore, I seek to operate in a deconstructive stance, based on post structuralist contributions (DERRIDA, 1973; LOPES; MACEDO, 2011), aiming to expand the possibilities of meaning and to suspend the meanings around the national in curricular policies. I understand the curriculum as a complicated conversation (PINAR, 2016), permeated by a series of signifiers and speeches that are not fixed and cannot be captured. When perceiving the complexity of the curriculum, I question how the idea of nation, which is found in nomenclature and in policy discourses, aims to mobilize meanings for curriculum production. In this sense, I dialogue with different thoughts around the nation, which allow me to understand the nation as a narration (BHABHA, 2013). When reading the policies, I understand that there are different discursive movements and political-educational reforms that make use of the nation as a regulatory framework, by claiming the need for a national education with a unique curriculum matrix. I name these policies as the National Curriculum, because I understand that they unfold in a nationalist perspective, in favor of a unique curriculum for the country. Thus, I question how the recent national curricular literacy policies mobilize and produce a sense of nation and how this sense operates in the attempt to establish a Nation-Curriculum. I argue that the nation is an (im) possible experience, which constitutes a double temporality. Curricular production, in this context, happens in constant movement, being produced in different time-spaces and by different social actors. Therefore, the idea of unity intended through the mobilization of a nationwide curriculum is an impossible experience.