Curriculum Integration Policies: Investigating the Sociohistorical Teacher Objectification Processes in Brazilian High School Education

• In Event: 14.044 - Roundtable Session 1
  In Roundtable Session: 14.044-16 - Being and Becoming Critical: Developing Teacher Identities in an Era of Surveillance

Abstract

This paper studies the curriculum integration processes, which have been affecting Brazilian high school education between 1998-2013, confronting the concept of knowledge fields with that of academic disciplines, which then struggle over meanings in the scope of school curricula. Dialoguing with Ivor Goodson, Thomas Popkewitz and Michel Foucault, we study in what manner curriculum integration sets forth regulations which objectify new ways of being a teacher, allowing for new truths regarding training, knowledge and methodologies that constitute good teaching. Analyses make it clear that the innovations represented by curriculum integration remain regulated by elements associated with disciplinary organization, in a process of constant struggle and negotiation around the authorized truths that give meaning to the Brazilian high school teacher.

Authors

• Heloize da Cunha Charret, Universidade Federal do Rio de Janeiro

• Marcia Serra Ferreira, Universidade Federal do Rio de Janeiro