TRANSLATION MOVEMENTS OF TEACHING CURRICULAR POLICIES-PRACTICES IN THE AGRESTE OF PERNAMBUCO

Abstract

Abstract: Considering that it is important to understand translation movements of curricular policies mobilized by teachers, a study that analyzed curricular translation practices of teachers from the early grades of elementary school, in Caruaru, state of Pernambuco, Brazil, was carried out. The study resorted to the understanding of the acts of translation (DERRIDA, 2006) of curricular meanings present in teaching curricular practices, envisioning that the discourses (LACLAU, 2000) of policy demands permeate teaching curricular practices without, however, the latter being concerned with restituting the meanings of these same discourses in their practices. Thus, the curriculum and curricular practices were studied in dialogue with the deconstructionist notion of translation in Derrida (2001, 2006, 2016) articulated with the Theory of Discourse in Laclau (1987, 2000) as they highlight the impossibility of transparency in the curricular constitution and the control and establishment of the senses of curriculum, given its fluctuating and contingent character demarcated by the undecidability that inhabits every curricular decision. The analysis carried out revealed that the more curricular policies intend to prescribe everyday life, the more they increase the translation demand. This points to the understanding that the relationship of unfaithful fidelity with the policy texts that are part of the teachers’ daily lives enables the weaving of spaces-times of curricular decisions that challenge the teachers to, in the act of curricular translation, translate themselves and all the discourses that make up their discursive formations. Thus, translation is not a perspective, a method or a moment, but rather a political attitude towards the curricular occurrence.