Resumen

GABRIEL, Carmen Teresa. Public and common sense in curricular policies: what are the effects on the definition of school knowledge?. Educação e Filosofia [online]. 2018, vol.32, n.64, pp.25-58.  Epub 20-Sep-2020. ISSN 1982-596X.  https://doi.org/10.14393/revedfil.issn.0102-6801.v32n64a2018-03.

In dialogue with the post-foundational discursive approach, the objective of this article is to investigate how the articulation between school knowledge, public school and common curriculum has been mobilized in the debates about the construction of the National Curricular Common Base (NCCB). In spite of the positioning in relation to the necessity or the pertinence of this specific curricular proposal, the analysis allowed to point stabilities in the definition of school knowledge amid the struggles for the signification of the common and public signifiers that respectively adjectivate curriculum and school in the texts analyzed. The article points to other possibilities opened to the definition of these terms and to the articulation between them, thus displacing the focus of the defense or criticism reflection to this document for the importance of continuing to operate with these signifiers both for the production of political reading of the curricular field as well as for the affirmation of a sense of a democratic public school.

Palabras clave : School knowledge; Democratic public school; Post-foundational approach; NCCB.

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