Abstract

GABRIEL, Carmen Teresa. Discurso, demandas e fronteira: articulações teórico-metodológicas na análise de textos curriculares. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2013, vol.22, n.40, pp.55-67. ISSN 0104-7043.

This text is aimed at presenting some traces of the investigative paths adopted in the research group under my supervision, which focuses on understanding the processes of production and distribution of validated and legitimized knowledge in different contexts of teacher education. We understand that the dispute over the definition of knowledge which is mobilized in curricular practices is an unavoidable political question under the demands of public schools and universities in our present time. In dialogue with the discursive approaches under a post-foundational perspective, the text highlights some implications derived from this theoretical-methodological standpoint in the investigative processes developed by our research group. Operating on the assumption that theory and method are inseparable, we defend that methodological options must make sense within the theoretical references we follow. The article makes some reflections formulated in different research studies (concluded and/or in process) explicit as well as the analytical tools employed for the analysis of the empirical collection produced, emphasizing the analytical potentiality of categories such as “demands” and “frontiers”. Our analyses identifies that in the struggles for meaning over the establishment of different senses for “school/academic knowledge”, what is really at stake is a production of other universals, and other antagonisms, by means of the production of other hegemonic practices.

Keywords : Curricular Studies; School/Academic Knowledge; Discourse; Demands; Frontiers.

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