Abstract

FRANGELLA, Rita de Cássia Prazeres. “Either this or that: this or that... and I keep choosing all day! ” – Curriculum and literacy beyond evidence. Educ. Puc. [online]. 2020, vol.25, e204880. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v25e2020a4880.

The article aims to discuss contemporary educational policies for literacy and the meanings of curriculum and literacy that they mobilize. The analysis highlights the proposals of the National Literacy Policy, questioning one of the premises indicated in the program: literacy based on scientific evidence. We debate this question from a post-structural discursive perspective that questions the binary logic between truth / non-truth based on a given conception of “scientific evidence” that invalidates perspectives that are not similar to one’s own. It is argued that taking Science as predictiveness, fixed order, and univocal meanings expels difference and reflects on ideas of literacy and curriculum that carry instrumental features and bring about homogenizing processes. In this line, a discursive perspective for curriculum and literacy is advocated, where meanings are not given a priori, but put in Derridean terms of unpredictability, contingency, alterity, which requires responsible decision, but, as a decision, only takes place in the field of the undecidable. Thus, literacy and curriculum are signified as cultural enunciations produced in alteritarian relationships that, always plural, blur and overflow the borders in which one attempts to have them contained.

Keywords : Literacy; Alterity; Curriculum; Discourse; Curriculum policies.

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