DISCURSIVE STRATEGIES IN CURRICULUM RESEARCH

Abstract

This issue of Curriculum Specie Journal, dedicated to the contributions of Discourse Theory to curriculum studies, offers the reader a collection of studies that aim to use the theories of Ernesto Laclau and Chantal Mouffe, and their relationship with post-structural and post-structural visions. foundations, as a theoretical, methodological and epistemological reference, capable of helping with regard to the understanding of curricular phenomena, whose complex and dynamic natures require plastic strategies for the understanding and projection of different forms of political intervention. These articles are attentive and sensitive to hegemonic dynamics that mark the production of curriculum policies, which deal with issues related to Basic Education, teacher training, subjectivities, the different identification processes, as well as other articulatory processes involved with the field. of Education. All articles, therefore, revolve around the central theme of deconstruction, which is the political-discursive production of society (LACLAU, 2011), turning to the complex terrain of education and curriculum policy. The convergence of such works tends, then, to provide a context for conversations between researchers and research, themes, associations, theoretical and empirical conceptions and interpretations about how Discourse Theory has enabled the understanding of different curricular issues that mark what we can call of an actuality of the field.