THE LAW AND THE ORDER

effects of reactionary and conservative meanings for the curriculum

Abstract

Distinct demands and disputes can be perceived in the most varied contexts of the educational field. Nevertheless, the theoretical-methodological conceptions of research in education are also different. In a discursive, non-essentialist approach, from which we have participated in the curricular debate, we reject an essential and / or ultimate foundation for the social. Thus, differential demands and / or requests are recognized as cultural flows, as well as effects of power, once produced in the open space of enunciation, in which the context is relevant for communication, but will never be given as a sense of totality to be unveiled and merely transmitted as calculation. Thus, we seek to contribute to the debate in the field of curriculum, understood as an always ambivalent cultural practice, in which "the same and the Other" are iterately articulated in the struggle for signification itself. Considering the approach, we seek what is at stake in some current political disputes, specifically in the context of curricular enunciation articulated by proposals of a reactionary and conservative nature. To this end, we propose the reading of three Bill of Laws, which aim audacious changes in the field: religious teaching as a solution to the problems of education; creationism as content of teaching in schools; the criminalization of teachers by ideological harassment. Discussing the projects, we hope to contribute to the debate, explaining some discursive reeditions and the strategies they put into play, such as hybridization free of the most varied discourses, including those of the educational field.