A network passes through curriculum: diffraction and modes of existence in curriculum policy

• Autor(a) principal: Ranniery, Thiago
• Data de Publicação: 2020
• Outros Autores: Medeiros, Ricardo Scofano
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/23821
• topic: Política Curricular; Difração; Relacionalidade Ontológica; Rede; Espaço-tempo; Política Curricular; Difracción; Relacionalidad Ontológica; Red; Espacio-tiempo; Curriculum Policy; Diffraction; Ontological Relationality; Network; Spacetime

This article emerges from the broader intentions of a research-intervention project carried out in partnership with the municipal public network of Niterói at the same time that the city tries to respond to BNCC legal demands. From rounds of conversations with teachers in an extension course in order to contribute to the construction of the city's curriculum framework, we seek to configure a theoretical reflection on curriculum policy, modes of existence and diffraction. Situated as heirs of the tradition that criticized the distinction between implementation and formulation, we have developed the argument that instead of a curriculum going through a network, a network invariably goes through the curriculum. That is, a continuous topological dynamic comes alive, involving spatiotemporal variation. Anchored in feminist and queer studies of science and technology and by intersections of Gilles Deleuze's philosophy, we point out how a constitutive differentiation of politics exhibits a diffraction of time and space and, at the same step, constitutes ontological entanglements in which modes of existence render possible, involving subjectivity and otherness. We therefore defend the urgency of problematizing the teleology of educational discourse, which, by planning space and quantifying time, converts this inalienable diffraction of politics into a purge of difference. Far from redemption, it is about reactivating the vital importance of curriculum policy as an active participant in the becoming of the world without which there will be no possible democracy.