METHODOLOGICAL DISPLACEMENTS IN RESEARCH IN CURRICULUM

Abstract

The dossier intends to stimulate conversations about ways of doing research in the field of curriculum, considering experiments, creations and methodological fables that point out the uses and limits of the curriculum category, from and beyond the West. The aim is to present tensions, resistances, diasporic subjectivities, fractured identities, intersections and the difference in practices and policies that unfold in the school environment, in the relationship of education professionals with social movements, public regulatory institutions, as well as on street corners and in cracks of life. After the qualitative turn in education research, there is an increase in the number of studies that invest in methods and techniques aimed at accessing the "school floor", whether through observations, interviews or conversations, such strategies insist on the training space as a locus for data collection, reiterating notions of subject, autonomy and reality, which sometimes clash with the mobilized theoretical framework. In this sense, it is interesting to question how the production of concept maps is articulated with crossroads, hybrids, conversations and autobiographies. To what extent has research on curriculum produced from other points of view and epistemes enabled shifts in the ontological, ethical and epistemological pillars of modern metanarratives.