Abstract

GABRIEL, Carmen Teresa  and  CASTRO, Marcela Moraes de. School knowledge: unavoidable object of the contemporary educational policy agenda. Rev. Educ. Questão [online]. 2013, vol.45, n.31, pp.82-110. ISSN 1981-1802.  https://doi.org/10.5238/2013v45n310082.

This text aims to present theoretical arguments which may sustain the political commitment in the school knowledge as an inevitable object in disputes over building a democratic school. In dialogue with discursive approaches in the post-foundational perspectives incorporated by the recent curriculum theories discusses discursive articulations between significant as knowledge/culture, universal/particular; knowledge/school content and truth/sense present in educational debates in the present. The analysis shows that the investment in producing meanings process is a discursive strategy which heuristic potential merits to be explored. The central argument also consists in affirming that, in times when the school is “under suspicion”, the political challenge also remains in the theoretical position in relation to hegemonic struggles for the meaning of the terms as “knowledge school”, which are destabilized and replaced in political game of definition.

Keywords : School Knowledge; Curriculum; Discourse Theory.

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