Resumo

PINTO, Marinazia Cordeiro  e  LOPES, Alice Casimiro. Occupy schools: a curriculum is also produced like this. Educ. Teoria Prática [online]. 2024, vol.34, n.68, e54. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v34.n.68.s18640.

Based on Ernesto Laclau’s notions of antagonism and articulation and Jacques Derrida’s undecidable, difference and event, we consider that no social instance is characterized by consensus. What we have are processes of difference and discontinuity, with constant movements of negotiation, precarious and provisional sedimentation. With differences, negotiations, and discontinuities as the mobilizers of our argument, this article seeks to present the conclusions of a study on the disputes over significance and sense production of the curriculum as an effect of the school occupations in the State of Rio de Janeiro in 2016. We argue that this occupation movement was both a disruptive event, in Derridean terms, and at the same time can be read, in terms of discourse theory, as a mobilization that took place through the articulation of demands, crossed by the logics of difference and equivalence. Demands were enunciated and changed over the course of the dispute, having been articulated in opposition to an antagonist – represented by the Rio de Janeiro state government – likewise, was constituted and changed in the process. We also argue that thinking about the occupation is relevant to a study of the political disputes over the curriculum as circumstantial, interrelating subjectivities that take on spectral registers, and which produce effects up to the present day on the meanings of the curriculum in schools.

Palavras-chave : School occupation; Antagonism; Articulation; Différance; Event.

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