Discourse production in a cycle-based curricular policy: the creation of the literacy basic cycle in the municipality of VárzeaGrande - MT

Authors

  • Eucaris Joelma Rodrigues Ferreira Universidade Federal de Pelotas (UFPEL)
  • Ozerina Victor de Oliveira Universidade Federal de Mato Grosso (UFMT)

DOI:

https://doi.org/10.5007/2175-795X.2015v33n2p823

Abstract

Abstract

In this paper the tensions between a cycle-based curriculum and a grade-based curriculum, in Várzea Grande-MT, are problematized. The study aims at understanding the power relations established in processes of production of curricular policies processes, considering antagonistic co-existing curricular organizations. The study is supported on a theoretic-methodological approach which is centrally based in the understanding of curricular policies being constituted in a cyclic movement (BALL, 2001, 2006) and as discourse (LACLAU, 1986, 1996; MOUFFE, 2003). The considerations about a cycle-based curriculum and curriculum politicy are founded in Moreira (1990), Freitas (2003), Lopes (2005), Araújo (2006), Oliveira (2008), Mainardes (2007, 2009), and Silva (2010). The power which permeates the dispute between the cycle-based curriculum – Project CBAC (2004) – and the grade-based curriculum is a movement within the curricular policy of the municipality of Várzea Grande. This movement of power allows  tensions in the curricular field, in quest for the universality of one single curriculum.  The investigation shows that such is a constant quest, what makes it impossible to assert the hegemony of one form of curricular organization, or the other.

Keywords: Curriculum. Discourse. Power relations.

Author Biographies

Eucaris Joelma Rodrigues Ferreira, Universidade Federal de Pelotas (UFPEL)

Mestre em Educação pela Universidade Federal do Mato Grosso (UFMT). Doutoranda em Educação na Universidade Federal de Pelotas (UFPEL). Professora da Secretaria Estadual de Educação do Estado de Mato Grosso.

Ozerina Victor de Oliveira, Universidade Federal de Mato Grosso (UFMT)

Doutora em Educação pela Universidade do Estado do Rio de Janeiro (UERJ). Professora no curso de Pedagogia e no Programa de Pós-Graduação em Educação da Universidade Federal do Mato Grosso (UFMT).

Downloads

Published

2015-12-31

How to Cite

Rodrigues Ferreira, E. J., & de Oliveira, O. V. (2015). Discourse production in a cycle-based curricular policy: the creation of the literacy basic cycle in the municipality of VárzeaGrande - MT. Perspectiva, 33(2), 823–841. https://doi.org/10.5007/2175-795X.2015v33n2p823

Issue

Vol. 33 No. 2 (2015): Mobile technologies at school: tensions between public policies and their (re)configurations practices

Section

Articles in continuous demand

License

This journal provides open access to all of it content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. For more information on this approach, see the Public Knowledge Project, which has designed this system to improve the scholarly and public quality of research, and which freely distributes the journal system as well as other software to support the open access publishing of scholarly resources. The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party. 

The Perspectiva allow the author(s) yo hold the copyright without restrictions as well as publishing rights. If the paper will be republished later in another format, the author(s) should inform that it has originally been published  as article in Perspectiva Journal and quote the complete references.