Investment in curricular normativity in Brazil. A critical-discursive perspective.

Autor/in	Lopes, Alice Casimero
Titel	Investment in curricular normativity in Brazil. A critical-discursive perspective.
Quelle	Aus: Transnational education and curriculum studies. Abingdon, Oxon: Routledge, Taylor & Francis Group (2021) S. 68-82 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 81-82
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-1-138-48088-9; 978-1-351-06159-9; 978-1-351-06160-5; 978-1-351-06161-2; 978-1-351-06162-9
DOI	10.4324/9781351061629-5
Schlagwörter	Bildungsforschung; Kulturvergleich; Schule; Schulbildung; Curriculum; Brasilien
Abstract	In this paper, I analyze the movement for a national curricular common core in Brazil (BNCC), specially sponsored by Lemann Foundation, as an objectification of the curriculum. That movement in defense of the BNCC is organised to produce actions that reflect the influence of international networks. Seeking to question the present objectification of the curriculum, I intend to question a certain curricular normativity focused on the formation of fixed identities, based on Laclau's notion of empty normativity, and to defend the interpretation in the curriculum, based on Derrida's notion of translation. I argue that deciding among different normative possibilities has no necessary basis, no obligatory ethical content which can answer, once and for all, questions about the ontological dimensions and forms of democracy, justice, the best society, the best curriculum, or any other term in political dispute. With this, curriculum policy is understood as the acts of power that try to fix meanings of curriculum in social relations. Based on this discussion, I argue that the curricular theory has no critical or normative function, in separate instances. The curriculum theory does not have to say how the world is or should be, how people are or should be. Curriculum theory allows us to interpret which possibilities of being (which identities) are blocked and which are feasible. All production of an ethical normativity is due to political decisions guided by social discourses that are a function of these same decisions. Decisions can only have their veracity sustained within contextual discursive orders and for the subjects constituted in those orders. There is no place outside the discursive order from which a decision- the curriculum of determined school- can be justified, since the very statement that leads to the construction of the political options is contingently constituted.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2025/2