Resumo

MOURA, Jucilene Oliveira de  e  OLIVEIRA, Ozerina Victor de. Politics of organized curriculum by formation cycles and notions of teachers knowledge: implications of a discursive formation. Sér.-Estud. [online]. 2016, vol.21, n.42, pp.185-200. ISSN 2318-1982.  https://doi.org/10.20435/2318-1982-2016-v.21-n.42(11).

In this article, we present an analysis of the knowledge notions of teachers from a curriculum politic organized by human formation cycles. The objective is to give visibility and problematize these notions regarding the in cycles organized curriculum and the knowledge hypertrophy in the configurator speeches of the curriculum. In theoretical-methodological terms, we exercise an speech analysis (LACLAU, 2011) articulated to the consideration of the cycle of politics (BOWE; BALL, 1992) and to the understanding of the curriculum politic as cultural politic. The empirical of the inquiry is composed by the teachers' voices, collected through interviews. In the analysis, there are gathered knowledge notions that agglutinate dissimilar speeches, composing a politic cycle and a speech shaped under-erasure, maintaining, by way of equivalence with other significant, the emphasis or hypertrophy in/of the knowledge in the curriculum politic in analysis and the persistence of the seriated curriculum logic.

Palavras-chave : Curriculum politic; formation cycles; school knowledge.

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