Professor pode inventar qualquer história? Hospitalidade e currículo em história

Abstract

This thesis can be understood as an attempt to disseminate curriculum ideas as a radical contextual invention. This understanding, far from focusing on the unrealizability of the curriculum, can be thought of as a call to try to think about it through a normative emptyness, as an attempt to think about openness to action and openness of action, about a curriculum that contextually does itself. A doing thought of as invention, as an attempt to unfold understandings about the constitutive relationality of education thought of as unconditional hospitality, through what a teacher does based on what he says he does operating the idea of invention. Before this performative essay about the performativity, the path will be traced through displacements in understandings about history and education, mobilizing Derridean operators that allow us to think of professing history as a promise, as an opening for what is to come. Leading history teaching through ideas that operate effects of presence such as truth, consciousness, emancipation, thought of as something to be rescued, revealed, resolved, can be understood as an interdiction of the performative and inventive dimension that constitutes the entire contextualization movement, of meaning, of subjectivation, thought as an interval within the movement of the whole created from the attempt of repeat, refer, archive what passes. This direction of thought continues in the way I will try to respond to the field of curriculum, mobilizing post-structuralist and post-foundationalist readings written around the name curriculum. Disseminating understandings about History as an invention is an attempt to question the question of truth and think that before any answer, before any speech that can be projected, there is what arrives, and perhaps there is where the education finds itself, inaugurally, as relationality, as hospitality.