Meanings attributed to the significant curricular practice in scientific productions in the ANPEd

Sentidos atribuídos ao significante prática curricular nas produções científicas da ANPEd

Authors

  • Maria Júlia Carvalho de Melo Universidade Federal de Pernambuco
  • Lucinalva Andrade Ataide de Almeida Universidade Federal de Pernambuco
  • Carlinda Leite Faculdade de Psicologia e Ciências da Educação da Universidade do Porto – FPCEUP

DOI:

https://doi.org/10.21814/rpe.13632

Abstract

The article is part of the debate about the curriculum, specifically about the curricular practices, and aims to identify meanings attributed to the significant curricular practice in the scientific productions of ANPEd (National Association of Postgraduate and Research in Education), Brazil. To that end, it mobilizes curriculum concepts that understand it as a formative project produced by the policies and by the educational agents who configure and practice it in everyday school life recognizing it as a disputed territory. Taking this in consideration, we selected, read and analyzed the studies that were limited to the period 2006-2015, based on Ernesto Laclau and Chantal Mouffe’s Discourse Theory. This analysis allowed us to identify an articulation of curricular practice with other signifiers, configuring meanings that recognize the daily life of schools as spaces of curricular creation and re-creation, and that regard teachers as intellectuals responsible for organizing the didactic-pedagogical process, i.e., as capable of creating knowledge that does not necessarily fit into the models proposed by the curricular policies, but respond to the urgencies felt by the teachers.

Keywords: Senses; Curriculum; Curricular Practice; Discourse Theory

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Published

2018-12-06

How to Cite

Melo, M. J. C. de, Almeida, L. A. A. de, & Leite, C. (2018). Meanings attributed to the significant curricular practice in scientific productions in the ANPEd: Sentidos atribuídos ao significante prática curricular nas produções científicas da ANPEd. Portuguese Journal of Education, 31(2), 215–231. https://doi.org/10.21814/rpe.13632

Issue

Vol. 31 No. 2 (2018)

Section

Artigos

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