Discursive Cartography of the Forces That Move the Curricularpolitical Practices and Teachers' Training in e-Curriculum

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: The Curriculum and Its Discourse: Language, Difference, and Power

Abstract

The work aims at capturing the assertions expressed in the Associação Brasileira de Currículo – Curriculum Brazilian Association (ABdC) portfolios, published in the E-Curriculum magazine, in the period from 2012 to 2016, through a discursive cartographic follow-up that permeated the forces that were affecting the curricular political practices. It dialogues with the difference philosophy as an output to analyze the complex threads that weave these enunciations. The study indicates that, out of the 50 selected articles, 46% are inserted in the post-critical theoretical-epistemological approach, 26% in the criticism, 28% are hybrid articles resulting from the mixture of those two slopes. Concerning the methodological approaches, the work highlights the predominance of documental-bibliographic studies and trials, followed by the researches that use narrative/conversations and the ones with documental-bibliographic intent associated to the field research that use interviews as methodological instrument. The keywords and concepts that stood out in the portfolios were: curriculums, Teachers’ training and policies. Among the articles written by Brazilians, the Southeast region is expressively emphasized (65%), through the State University of Rio de Janeiro (Uerj) – responsible for more than two thirds ofthe percentage in that region–, as the predominant institutional affiliation place for the Authors. Thereafter, South and Northeast region of the country that respectively occupy 18% and 16%. The study identifies Stephen Ball, Alice Casimiro Lopes, Ernesto Laclau, Nilda Alves, Inês Barbosa de Oliveira, Elizabeth Macedo, Michel de Certeau e Michel Foucault as the most quoted references in the articles. From Deleuze and Guattari, we did not provide answers, however, we created new questions that emerged in the meeting with the 50 texts published in the ABdC dossiers in e-Curriculum journal: which scenarios crisscross as force-forms for some national and international authors to be preponderantly cited as references in these texts? Why are there no authors linked to institutions located in the Center-West and North Regions? What (de )( re) territorializing compositions are arranged in the relations of force-forms of this field so that some epistemologies continue to vibrate in the productions of subjectivity and discourses of truth so intensely? What possibilities of life, new curricular compositions and teacher training will be invented from the collective arrangement engendered through the enunciations expressed in the publications of e -Curriculum journal? Finally, in the face of this tangle of questions, how can we resound the difference-thought to move the curricular field even further? The philosophy of difference invites us to be artists and poets who invent nomadic curricula, constituted through meetings, affections, and disorders in the plan of composition of life. Curricula-experiences that do not allow themselves to be imprisoned by homogenous and universal plans with comparative evaluative measures, because curriculum-life is produced in the co-engendering process. By way of conclusion, it stands out the idea-difference among collective services, as output in order to discuss the curricular political practices.

Author

• Sandra Kretli da Silva, Universidade Federal do Espírito Santo