Sob o nome ciclos

Disputas Discursivas Para Significar Uma Educação Democrática

Bibliographic Data

ID3949327
AuthorsÉrika Virgilio Rodrigues Da Cunha (0000-0002-6648-5261, Universidade Federal de Mato Grosso), A C Lopes, Auxiliadora Cristina Corrêa Barata Lopes (0000-0001-9662-3314, Universidade do Estado do Rio de Janeiro)
Year2017
Volume12
Issue1
Pages184-202
Publication date2017-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePraxis Educativa (JOURNAL)
Journal identifiersISSN: 1809-4031 • E-ISSN: 1809-4309
PublisherUniversidade Estadual de Ponta Grossa (UEPG) (PUBLISHER)
DOI10.5212/praxeduc.v.12i1.0010
OpenAlexW2588136273
LanguageEN
References cited13

This paper presents the results of a study which focuses on the link of curriculum policy of cycles to the idea of democracy in education. We seek to understand how this link democracy-cycles is constituted and naturalized, as well as the political effects it produces. Therefore, we investigated the academic production specialized in cycles of education, with greater interest in articles published in journals, bearing in mind that such academic texts are also political texts. From a post-foundational and discursive viewpoint, we aimed at deconstructing the naturalized interpretation of an existing democratic characteristic in the organization of cycles. In this process, we made an effort to give visibility to the constant dispute of signifiers and meanings around the signified cycles. Cycles becomes, in the perspective we chose, a name for∕in the educational policy through which there is an attempt to build a democratic school project. Keywords: Curriculum Policy. Cycles. Discourse. Naming. Democracy

Art · Curriculum · Democracy · Epistemology · Linguistics · Pedagogy · Political science · Politics · Sociology · Education and Digital Technologies · Education Pedagogy and Practices · Law · Philosophy · Social and Political Issues

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