Política Curricular de Ciclos como o Nome da Democracia: o Caso de Rondonópolis (MT)

Abstract

This thesis investigates the curricular policy of Cycles applied in the public schools in the city of Rondonópolis (MT). Focusing on curricular discourses, the discussion is oriented by post-structuralism and supports the understanding that the conflict on the meaning of education, among different discourses, makes up a specific political configuration. Laclau's and Mouffe's Theory of discourse and some aspects of Derrida's deconstruction (and, to a lesser theoretical deepness, of Lacan's psychoanalysis) here back up privileged readings, close to the translation of these into the curriculum field by Lopes and Macedo. The rereading of language informs the conception of reality as a discursive production and the social as textualization; it highlights the idea of curriculum policy as a cultural production; and keeps the understanding of the curriculum as a text. In this theorical movement, the thesis points out the discursive status in the free founding of language games. They do fail the claims of rational coordinations in curriculum policies and the assumptions of fixing a center. They allow us to think about education and the curriculum outside a teleologism. They inscribe the textualization of policy in a general and not surpassing text that overflows as a want-say. The central argument is that the curricular policy of Cycles is hegemonized in the discursive operation of lowering the Other as requested representation by sedimented readings in the social. The theoretical and strategic work seeks to des-sedimentate some solidified meanings in defense of this universalism, trying to show the contingency instead of the reason, or instead of the conceptual realization. Emphasizing that translation is the condition of the policy, the investigation focuses documents signed by the Secretary of Education in the Mato Grosso State, and in the city of Rondonópolis. The theoretical and empirical discussion emphasizes that a relationship (marked by the lack) with the significant knowledge produces a cut in the social and, with it, the translation of antagonisms. In this relationship, several exclusions, produced in the political decision, compose an interpretive context that supports the precarization of conventional school as a social objectivity and symptomatically inserts the curriculum organization in knowledge areas as a solution (medicine) to educational instability. The contingency enables the equivalent articulation of differential curricular demands (marxism, constructivism, pragmatism, prominently), metonymically, while antagonisms produce the illusion of positivity. The significant reiteration (of the term knowledge, especially) opens (to otherness and leads) to the flotation of senses composing meaning chains that are replaced. The hegemony of the name (not a concept) Cycles (Ciclos) dissolves previous identifications of local groups to subjectify such identifications (differences) as pro-cycles, at the same time as subjectify antagonistic differences as anti-cycles. Defending democracy as becoming (devenir), the thesis concludes that the stability of one meaning for education is just a supposition always disturbed by the différance. The thesis also supports to maintain the place of the universal/ground as opened for plurality