Teias Journal as a Production Space in the Field of Education, Curriculum, and Teaching Training

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

Abstract

In this study, we intended to analyze the discursive practices published in Teias journal from 2013 to 2016, in the issues presented in form of dossier, organized by the Brazilian Association of Curriculum (ABdC). The axes of analysis were thus constituted: themes of the volumes and of the articles, authors and their institutional affiliation, concepts and keywords, theoretical-epistemological approach, methodological approach, referenced authors and main concepts taken from them. Twenty-six articles were examined. We used, as methodology, the analysis of the discursiveness from the cartographic-discursive mapping of the constituent elements of the articles published. The option for this methodological approach is justified by the fact that we take Michel Foucault as theoretical foundation and by the fact that the research seeks to establish relationships among the discursive practices, based on the statements expressed in Teias journal, cartography, plots, diagrams and networks that in the period analyzed engender real regimes. The understanding of this engendering of regimes of truth is important because they are constituted as historical-cultural networks that produce certain meanings and truths that are historically localized, constituting in discursive formation. The production of the data points us to the authors' affiliation to federal education institutions, followed by state institutions, located in the Southeast Region, which indicates a certain centralization of the scientific production axis. This denotes the relationship of the regions and institutions in the production of educational research, especially in the field of curriculum and teacher training, as well as the influence of the research groups of these institutions in the constitution of discursiveness or regime of truth that work as a network in the formulation of discursive formations. Among the concepts, the ones most used are: curriculum, teacher training, Freirean education, pedagogical practices. In the works produced, there is a balance between Critical and Post Critical Theories, which ends up focusing on the authors' choice of methodological and epistemological approaches. As for the methodological approach, it is observed a higher incidence of the essay, followed by documentary research and the Discourse Theory. In the references mentioned, we highlight Freire, Lopes and Macedo, Foucault, Deleuze, Laclau, Mouffe, among others. The table presented, in relation to the theoretical-epistemological approaches and the authors mentioned points out that, despite the observance of a certain discursive formation around the Critical and Post-Critical Theories, there is nothing crystallized, but hybrid, and the options for a methodological approach, as well as the definition of concepts follow this oscillation. The analysis of the articles indicates that the dossiers have been configured as homogenous fields of stated regularities that characterize a discursive formation, but such fields differ from each other, and these regularities do not present themselves in a definite way, because a discursive formation can define possibilities of appearance and of delimitation of what gives the discourse its meaning, position or its value of truth, however this value is characterized as transient.

Author

• Tereza Schuchter, Universidade Federal do Espírito Santo