conhecimento como resposta curricular à alteridade

• Autor(a) principal: Costa, Hugo Heleno Camilo
• 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
• 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

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