CURRICULAR THEORY AND CURRICULAR POLICY

betting on the political commitment to alterity

Abstract

The article focuses on the debate on curriculum theory and curriculum policy in current educational reforms and policies, arguing that such policies attempt to control the other and, in an attempt to respond to what is read as “missing” knowledge, seeks to define centralized knowledge. , excluding differences in policies and curricula. Based on a study and theoretical review, we discuss, in the light of the Theory of Discourse and the contributions of Derrida's thought, the contingent processes of subjectivation of policies, the translation that prevents the control of knowledge, curricula, training, decision-making. and the subject. We provisionally conclude that the conflict around curricular thinking and theories, as well as the dispute over the power to decide what should be taught and learned, has marked the attempt to establish in policies and curricula for rural schools projects of formation that try to control the formation of these peoples and produce universal subjects, disregarding the processes of differing and differences. In this sense, we defend the idea of ​​theory and politics committed and marked by an ethical-political commitment to alterity and deconstruction. We bet on a theory and policy negotiated and produced in the ambivalences and contingencies caused by the processes of differing, committed to alterity in the deconstruction of normativities, of the BNCC.