Resumo

CUNHA, Érika Virgílio Rodrigues da; COSTA, Hugo Heleno Camilo  e  PEREIRA, Talita Vidal. Textuality, curriculum and investigation. Educação. Porto Alegre [online]. 2016, vol.39, n.2, pp.185-193. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2016.2.19711.

This article is the result of reflecting on how we have incorporated the idea of a text as the fabric that makes up multiple layers of reading, as proposed by Derrida, borrowing from Ernesto Laclau to think the social as text. Our goal is to explicit the anti-realist standpoints that support our research, agreeing with Laclau and Derrida, Lopes and Macedo, that, in general textuality, nothing can with any finality establish a meaning. Therefore, we seek to highlight that every effort in imposing a standard with the intention of grasping that meaning is, invariably, destined to fail. The research on and in the textuality wants to highlight the possibilities of disturb the objectivity as a last truth or grounding. This perspective let us think about the contingency as a way that open new inscriptions/writings, new interpretations, produced in an articulation of differences as reclaims of a non-presence. By this way, we defend every discursive formation as built in a radical indecidibility, never erased in the meaning game tension.

Palavras-chave : Curriculum; Textuality; Discourse.

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