THE (UN)LIKELIHOOD OF INTEGRAL EDUCATION
DOI:
https://doi.org/10.22478/ufpb.1983-1579.2020v13n3.52844Keywords:
Integral Education, Discourse Theory, Post-Structuralism, Post-Foundationalism, Phantasmic LogicsAbstract
The current article uses post-structural and post-foundational contributions to substantiate the (un)likelihood of Integral Education (IE). Based on a discursive perspective applied to interpret social phenomena, IE is herein understood as a hegemonized name that represents the promise of a human and social fullness-to-come. Based on Ernesto Laclau’s Discourse Theory, the name Integral Education is assumed as a signifier saturated by meanings that are in continuous disputes to establish a full and idealized identity through a process whose phantasmic logics or narratives promise human ‘salvation’ and fullness-to-come. Four IE experiences were herein selected as empirical material, namely: Carneiro Ribeiro Education Center (CECR - Centro Educacional Carneiro Ribeiro), Integrated Center for Public Education (CIEP - Centro Integrado de Educação Pública), Comprehensive Child Care Center (CAIC - Centro de Atenção Integral à Criança) and More Education Program (PME - Programa Mais Educação); they were assumed as curricular policies adopted to interpret the meanings of the logics that are articulated and negotiated in political texts.
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