Abstract

CARDOSO, Maria Gorete Rodrigues  and  ROCHA, Genylton Odilon Rego da. INTEGRATION IN HIGH SCHOOL EDUCATION: HEGEMONIC STRUGGLE FOR SIGNIFICATION OF THE CURRICULUM. Contrapontos [online]. 2018, vol.18, n.2, pp.18-39. ISSN 1984-7114.  https://doi.org/10.14210/contrapontos.v18n2.p18-39.

The paper focuses on the discourses of integration in Brazilian curricular policy for secondary education, from 1998 to 2012. The central objective is to understand the production of integration discourses as a hegemonic struggle for the meaning of the curriculum, evidencing the articulatory process that made possible the fixation of certain provisional and contingent meanings in the curricular texts. Methodologically, the research is based on a qualitative approach and is characterized as a bibliographic and documentary study. Ernesto Laclau's Theory of Speech (1987, 2011, 2013) and Stephen Ball's Continuing Cycle of Policies (1992, 1994) are the strategic contributions that subsidize research. This theoretical-methodological framework enables us to analyze the curricular policy on the screen as discursive production and as a struggle for the provisional fixation of meanings. The categories that organize the documentary analysis data are: demand, antagonism, articulation, hegemony and empty signifier. These categories was originated from central notions that structure the Discourse Theory. The results found are not available for integration discourses, such as curriculum texts, undisclosed, fixed and stable, but they link a multiplicity of changing and sliding senses, since they are constructed through relations of difference and equivalence between old and new demands who links for space in the multiplicity policy. By the impossibility of establishing a literal and transparent meaning, capable of encompassing or canceling all questions related to a policy of struggle, a negotiation about integration has emerged an empty signifier, under which ambiguous, contradictory and fluctuating meanings slip.

Keywords : Curricular policy; High school; Integration.

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