conhecimento como resposta curricular à alteridade
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
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/1/10454 |
Resumo: | This thesis turns to the debate about knowledge in the field of curriculum, aiming to create the perspective that the conflict around this name marks the dynamism of a curricular political thought that seeks to control what is read as lacking to itself, the otherness. The first chapter focuses on the theoretical-strategic organization, in which I introduce interpretive operators to the dynamics of politics, to the subjectivation processes that constitute it through decisions in response to the questioning otherness that escapes the curricular calculation. Based on the Derrida and Laclaunian thoughts, I consider the processes of subjectivation as movements that are dear to the contextual significations, translations performed in response to what is questioned in a given context. In the following chapter, supported by the post-structural studies of Alice Casimiro Lopes and Elizabeth Macedo, I try to organize a theoretical position of curriculum that I defend and from which I think the productions in the field, curriculum policies. In this sense, I defend curriculum policy as a culture, specifically aligning myself with the idea of curriculum as an incessantly translated text. In the third chapter, from an approach to field studies, I call attention to a possible reading that is dynamized in the spectral affirmations of a knowledge as a means of projecting a subject (and must be) under the control of a logic. In the fourth chapter I call attention to works of great projection in the debate about curricular organization, particularly those that defend the interdisciplinary organization. I highlight arguments in defense of the different readings about curricular organization with a view to emphasizing how much they tend to circumscribe a reading of knowledge implied in the control over the subject, the context, the world. In this regard, I would like to draw attention to the extent to which this conflict also unfolds in the production of official curricular policies, focusing specifically on what I consider to be central and possibly assumed as the presupposition of the discussions on innovation and knowledge production: the tension between the organization disciplinary and integrated curriculum. In this sense, I propose the discussion of the significant interdisciplinarity as an empirical section of the approach to this conflict. In the last chapter, I discuss the meanings that guide the reform of the middle level, focusing the tension on the curricular organization through interdisciplinarity as a means of affirming a knowledge capable of responding to what is outlined as a challenge to the curriculum, to constitute what is given as lacking to a horizon of fullness. I conclude by arguing that the affirmation of knowledge and its repetition tend to function as responses of a political-curricular subjectivation to the unknown that seeks to stop, understand, heal. The possible answers, thought throughout the thesis as orbiting in the relation with the name knowledge, allow the perspective that subjectivation projects as lacking, blockade, weakness, fragility, lack of a knowledge that is not of property, although it is pondered as such |
id |
UERJ_a1e81fda68a27fd1bd9f2743a8f4590b |
---|---|
oai_identifier_str |
oai:www.bdtd.uerj.br:1/10454 |
network_acronym_str |
UERJ |
network_name_str |
Biblioteca Digital de Teses e Dissertações da UERJ |
repository_id_str |
2903 |
spelling |
Lopes, Alice Ribeiro Casimirohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=B899959Macedo, Elizabeth Fernandes dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4707540E1&dataRevisao=nullEstrada, Paulo Cesar Duquehttp://lattes.cnpq.br/9623198547434186Oliveira, Gustavo Gilson Sousa dehttp://lattes.cnpq.br/5336313595044838Lima, Tania Maria dehttp://lattes.cnpq.br/1003388291863684http://lattes.cnpq.br/0377631022122389Costa, Hugo Heleno Camilo2021-01-05T21:46:32Z2018-04-192018-02-22COSTA, Hugo Heleno Camilo. conhecimento como resposta curricular à alteridade. 2018. 225 f. Tese (Doutorado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2018.http://www.bdtd.uerj.br/handle/1/10454This thesis turns to the debate about knowledge in the field of curriculum, aiming to create the perspective that the conflict around this name marks the dynamism of a curricular political thought that seeks to control what is read as lacking to itself, the otherness. The first chapter focuses on the theoretical-strategic organization, in which I introduce interpretive operators to the dynamics of politics, to the subjectivation processes that constitute it through decisions in response to the questioning otherness that escapes the curricular calculation. Based on the Derrida and Laclaunian thoughts, I consider the processes of subjectivation as movements that are dear to the contextual significations, translations performed in response to what is questioned in a given context. In the following chapter, supported by the post-structural studies of Alice Casimiro Lopes and Elizabeth Macedo, I try to organize a theoretical position of curriculum that I defend and from which I think the productions in the field, curriculum policies. In this sense, I defend curriculum policy as a culture, specifically aligning myself with the idea of curriculum as an incessantly translated text. In the third chapter, from an approach to field studies, I call attention to a possible reading that is dynamized in the spectral affirmations of a knowledge as a means of projecting a subject (and must be) under the control of a logic. In the fourth chapter I call attention to works of great projection in the debate about curricular organization, particularly those that defend the interdisciplinary organization. I highlight arguments in defense of the different readings about curricular organization with a view to emphasizing how much they tend to circumscribe a reading of knowledge implied in the control over the subject, the context, the world. In this regard, I would like to draw attention to the extent to which this conflict also unfolds in the production of official curricular policies, focusing specifically on what I consider to be central and possibly assumed as the presupposition of the discussions on innovation and knowledge production: the tension between the organization disciplinary and integrated curriculum. In this sense, I propose the discussion of the significant interdisciplinarity as an empirical section of the approach to this conflict. In the last chapter, I discuss the meanings that guide the reform of the middle level, focusing the tension on the curricular organization through interdisciplinarity as a means of affirming a knowledge capable of responding to what is outlined as a challenge to the curriculum, to constitute what is given as lacking to a horizon of fullness. I conclude by arguing that the affirmation of knowledge and its repetition tend to function as responses of a political-curricular subjectivation to the unknown that seeks to stop, understand, heal. The possible answers, thought throughout the thesis as orbiting in the relation with the name knowledge, allow the perspective that subjectivation projects as lacking, blockade, weakness, fragility, lack of a knowledge that is not of property, although it is pondered as suchEsta tese se volta ao debate sobre o conhecimento no campo do currículo, com vistas constituir a perspectiva de que o conflito em torno deste nome marca o dinamismo de um pensamento político curricular que busca controlar aquilo que é lido como faltoso a si, a alteridade. O primeiro capítulo focaliza a organização teórico-estratégica, na qual introduzo operadores interpretativos à dinâmica da política, aos processos de subjetivação que a constituem por meio de decisões em resposta à alteridade questionadora que escapa ao cálculo curricular. Baseado nos pensamentos derridiano e laclauniano, pondero os processos de subjetivação como movimentos caros às significações contextuais, traduções performadas em resposta ao que se tem por questionamento em dado contexto. No capítulo seguinte, apoiado nos estudos pós-estruturais de Alice Casimiro Lopes e Elizabeth Macedo, procuro organizar uma posição teórica de currículo que defendo e a partir da qual penso as produções no campo, as políticas de currículo. Nesse sentido, defendo a política de currículo como cultura, alinhando-me especificamente à ideia de currículo como texto incessantemente traduzido. No terceiro capítulo, a partir de abordagem a estudos do campo, chamo a atenção para uma possível leitura que é dinamizada nas afirmações espectrais de um conhecimento como meio de projetar um sujeito (devendo estar) sob controle de uma lógica. No quarto capítulo chamo a atenção para trabalhos de grande projeção no debate sobre organização curricular, particularmente aqueles que defendem a organização interdisciplinar. Destaco argumentos em defesa das distintas leituras sobre organização curricular com vistas a enfatizar o quanto tendem a circunscrever uma leitura de conhecimento implicada no controle sobre o sujeito, sobre o contexto, o mundo. A esse respeito, chamo a atenção para o quanto tal conflito se desdobra também na produção das políticas curriculares oficiais, focalizando especificamente o que considero ser central e, possivelmente, tomado como pressuposto as discussões sobre inovação e produção de conhecimento: a tensão entre a organização disciplinar e a integrada do currículo. Nesse sentido, proponho a discussão do significante interdisciplinaridade como corte empírico da abordagem ao referido conflito. No ultimo capítulo, discuto os sentidos que pautam a reforma do nível médio, focalizando a tensão sobre a organização curricular via interdisciplinaridade como meio de afirmação de um conhecimento capaz de responder ao que é delineado como desafio ao currículo, constituir aquilo que é dado como faltoso a um horizonte de plenitude. Concluo defendendo que a afirmação do conhecimento e sua repetição tendem a funcionar como respostas de uma subjetivação político-curricular àquilo desconhecido a que se busca deter, compreender, sanar. As respostas possíveis, pensadas ao longo da tese como orbitando na relação com o nome conhecimento, possibilitam a perspectiva de que a subjetivação projeta como faltoso, bloqueio, debilidade, fragilidade, a falta de um conhecimento que não é de propriedade, ainda que seja ponderado como talSubmitted by Boris Flegr (boris@uerj.br) on 2021-01-05T21:46:32Z No. of bitstreams: 1 Tese_Hugo Heleno C Costa.pdf: 2354061 bytes, checksum: 1e2463bd907243a10d1ba3294dd59d97 (MD5)Made available in DSpace on 2021-01-05T21:46:32Z (GMT). No. of bitstreams: 1 Tese_Hugo Heleno C Costa.pdf: 2354061 bytes, checksum: 1e2463bd907243a10d1ba3294dd59d97 (MD5) Previous issue date: 2018-02-22Conselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBRCentro de Educação e Humanidades::Faculdade de EducaçãoCurriculum PoliciesDeconstructionDiscourse TheoryKnowledgeCurriculum TheoryOthernessPolíticas de CurrículoDesconstruçãoConhecimentoPensamento CurricularAlteridadeEducaçãoCurrículoTeoria do DiscursoCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOconhecimento como resposta curricular à alteridadeThe Knowledge as a curricular response to othernessinfo: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_Hugo Heleno C Costa.pdfapplication/pdf2354061http://www.bdtd.uerj.br/bitstream/1/10454/1/Tese_Hugo+Heleno+C+Costa.pdf1e2463bd907243a10d1ba3294dd59d97MD511/104542024-02-27 12:43:39.032oai:www.bdtd.uerj.br:1/10454Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T15:43:39Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
conhecimento como resposta curricular à alteridade |
dc.title.alternative.eng.fl_str_mv |
The Knowledge as a curricular response to otherness |
title |
conhecimento como resposta curricular à alteridade |
spellingShingle |
conhecimento como resposta curricular à alteridade Costa, Hugo Heleno Camilo Curriculum Policies Deconstruction Discourse Theory Knowledge Curriculum Theory Otherness Políticas de Currículo Desconstrução Conhecimento Pensamento Curricular Alteridade Educação Currículo Teoria do Discurso CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
conhecimento como resposta curricular à alteridade |
title_full |
conhecimento como resposta curricular à alteridade |
title_fullStr |
conhecimento como resposta curricular à alteridade |
title_full_unstemmed |
conhecimento como resposta curricular à alteridade |
title_sort |
conhecimento como resposta curricular à alteridade |
author |
Costa, Hugo Heleno Camilo |
author_facet |
Costa, Hugo Heleno Camilo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lopes, Alice Ribeiro Casimiro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=B899959 |
dc.contributor.referee1.fl_str_mv |
Macedo, Elizabeth Fernandes de |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4707540E1&dataRevisao=null |
dc.contributor.referee2.fl_str_mv |
Estrada, Paulo Cesar Duque |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9623198547434186 |
dc.contributor.referee3.fl_str_mv |
Oliveira, Gustavo Gilson Sousa de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/5336313595044838 |
dc.contributor.referee4.fl_str_mv |
Lima, Tania Maria de |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/1003388291863684 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0377631022122389 |
dc.contributor.author.fl_str_mv |
Costa, Hugo Heleno Camilo |
contributor_str_mv |
Lopes, Alice Ribeiro Casimiro Macedo, Elizabeth Fernandes de Estrada, Paulo Cesar Duque Oliveira, Gustavo Gilson Sousa de Lima, Tania Maria de |
dc.subject.eng.fl_str_mv |
Curriculum Policies Deconstruction Discourse Theory Knowledge Curriculum Theory Otherness |
topic |
Curriculum Policies Deconstruction Discourse Theory Knowledge Curriculum Theory Otherness Políticas de Currículo Desconstrução Conhecimento Pensamento Curricular Alteridade Educação Currículo Teoria do Discurso CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.por.fl_str_mv |
Políticas de Currículo Desconstrução Conhecimento Pensamento Curricular Alteridade Educação Currículo Teoria do Discurso |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
This thesis turns to the debate about knowledge in the field of curriculum, aiming to create the perspective that the conflict around this name marks the dynamism of a curricular political thought that seeks to control what is read as lacking to itself, the otherness. The first chapter focuses on the theoretical-strategic organization, in which I introduce interpretive operators to the dynamics of politics, to the subjectivation processes that constitute it through decisions in response to the questioning otherness that escapes the curricular calculation. Based on the Derrida and Laclaunian thoughts, I consider the processes of subjectivation as movements that are dear to the contextual significations, translations performed in response to what is questioned in a given context. In the following chapter, supported by the post-structural studies of Alice Casimiro Lopes and Elizabeth Macedo, I try to organize a theoretical position of curriculum that I defend and from which I think the productions in the field, curriculum policies. In this sense, I defend curriculum policy as a culture, specifically aligning myself with the idea of curriculum as an incessantly translated text. In the third chapter, from an approach to field studies, I call attention to a possible reading that is dynamized in the spectral affirmations of a knowledge as a means of projecting a subject (and must be) under the control of a logic. In the fourth chapter I call attention to works of great projection in the debate about curricular organization, particularly those that defend the interdisciplinary organization. I highlight arguments in defense of the different readings about curricular organization with a view to emphasizing how much they tend to circumscribe a reading of knowledge implied in the control over the subject, the context, the world. In this regard, I would like to draw attention to the extent to which this conflict also unfolds in the production of official curricular policies, focusing specifically on what I consider to be central and possibly assumed as the presupposition of the discussions on innovation and knowledge production: the tension between the organization disciplinary and integrated curriculum. In this sense, I propose the discussion of the significant interdisciplinarity as an empirical section of the approach to this conflict. In the last chapter, I discuss the meanings that guide the reform of the middle level, focusing the tension on the curricular organization through interdisciplinarity as a means of affirming a knowledge capable of responding to what is outlined as a challenge to the curriculum, to constitute what is given as lacking to a horizon of fullness. I conclude by arguing that the affirmation of knowledge and its repetition tend to function as responses of a political-curricular subjectivation to the unknown that seeks to stop, understand, heal. The possible answers, thought throughout the thesis as orbiting in the relation with the name knowledge, allow the perspective that subjectivation projects as lacking, blockade, weakness, fragility, lack of a knowledge that is not of property, although it is pondered as such |
publishDate |
2018 |
dc.date.available.fl_str_mv |
2018-04-19 |
dc.date.issued.fl_str_mv |
2018-02-22 |
dc.date.accessioned.fl_str_mv |
2021-01-05T21:46:32Z |
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 |
COSTA, Hugo Heleno Camilo. conhecimento como resposta curricular à alteridade. 2018. 225 f. Tese (Doutorado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2018. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/10454 |
identifier_str_mv |
COSTA, Hugo Heleno Camilo. conhecimento como resposta curricular à alteridade. 2018. 225 f. Tese (Doutorado em Educação) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2018. |
url |
http://www.bdtd.uerj.br/handle/1/10454 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UERJ |
dc.publisher.country.fl_str_mv |
BR |
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 |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UERJ instname:Universidade do Estado do Rio de Janeiro (UERJ) instacron:UERJ |
instname_str |
Universidade do Estado do Rio de Janeiro (UERJ) |
instacron_str |
UERJ |
institution |
UERJ |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UERJ |
collection |
Biblioteca Digital de Teses e Dissertações da UERJ |
bitstream.url.fl_str_mv |
http://www.bdtd.uerj.br/bitstream/1/10454/1/Tese_Hugo+Heleno+C+Costa.pdf |
bitstream.checksum.fl_str_mv |
1e2463bd907243a10d1ba3294dd59d97 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ) |
repository.mail.fl_str_mv |
bdtd.suporte@uerj.br |
_version_ |
1792352299565187072 |