<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062024000200110</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.68.s18646</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Différance e contingência na política curricular de Ensino Médio de Mato Grosso: a positividade falida do Projeto de Vida na formação para o autoconhecimento]]></article-title>
<article-title xml:lang="en"><![CDATA[Différance and contingency in the high school curricular policy in Mato Grosso: the failed positivity of the Life Project in the training for self-knowledge]]></article-title>
<article-title xml:lang="es"><![CDATA[Différance y contingencia en la política curricular del bachillerato en Mato Grosso: la positividad fallida del Proyecto de Vida en la formación para el autoconocimiento]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Érika Virgílio Rodrigues da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Leidiane Francisca de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Tiago Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Rondonópolis  ]]></institution>
<addr-line><![CDATA[Rondonópolis Mato Grosso]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Rondonópolis  ]]></institution>
<addr-line><![CDATA[Rondonópolis Mato Grosso]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Rondonópolis  ]]></institution>
<addr-line><![CDATA[Rondonópolis Mato Grosso]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>34</volume>
<numero>68</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062024000200110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062024000200110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062024000200110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em atenção à proposta ensejada neste dossiê, aproximamos as noções de différance e de contingência, tal como pensadas, respectivamente, por Jacques Derrida e Ernesto Laclau, com o objetivo de des-sedimentar sentidos de Projeto de Vida esteados como incontornáveis no que se refere a formar o jovem na política curricular para o Ensino Médio de Mato Grosso. Introdutoriamente, contextualizamos a pesquisa que dá corpo à discussão. Na segunda seção, ancoramos a abordagem teórica pós-estrutural à différance e pós-fundacional à contingência. A política é problematizada na terceira seção com a leitura do Manual do Professor e da Live Boas Práticas, orientações direcionadas ao trabalho com o Projeto de Vida nas escolas de Ensino Médio de Mato Grosso. Pontuamos a différance e a contingência no esgarçamento do racionalismo e da fantasia de positividade na política de formação do jovem no Ensino Médio, discutindo que o educar não está relacionado nem com fundamentos racionais nem com positividades idealizadas, mas se encontra nas práticas sociais/discursos de uma coletividade constituída na luta política, de modo que qualquer sentido de formar o jovem proposto como universal não é mais que um ato de poder cujas marcas se encontram sedimentadas. Na conclusão, defendemos uma perspectiva de política curricular radicalmente contextual em que seja considerado o diferir como condição inerradicável do educar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In consideration of the proposal presented in this dossier, we bring together the notions of différance and contingency, as thought respectively by Jacques Derrida and Ernesto Laclau, with the aim of de-sedimenting Life Project meanings that are considered inexorable with regard to forming the young person in the curriculum policy for high school in Mato Grosso. Introductory, we contextualize the research that informs the discussion. In the second section we anchor the post-structural theoretical approach to différance and post-foundational to contingency. The policy is problematized in the third section with the reading of the Teacher&#8217;s Manual and Live Good Practices, guidelines aimed at working with the Life Project in High Schools in Mato Grosso. We highlight différance and contingency as if they undermine rationalism and the fantasy of positivity in the training policy for young people in high school, arguing that education is not related to either rational foundations or idealized positivities, but is found in social practices/ discourses of a collective constituted in the political struggle, so that any sense of forming the young person proposed as universal is nothing more than an act of power whose marks are sedimented. In conclusion, we defend a radically contextual curricular policy perspective in which deferral is considered as an ineradicable condition of education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Teniendo en cuenta la propuesta presentada en este dossier, reunimos las nociones de différance y contingencia, tales como pensadas, respectivamente, por Jacques Derrida y Ernesto Laclau, con el objetivo de desedimentar significados del Proyecto de Vida que se consideran inexorables en la formación de los jóvenes en la política curricular para el bachillerato en Mato Grosso. De manera introductoria, contextualizamos la investigación que informa la discusión. En la segunda sección, anclamos el enfoque teórico postestructural de la différance y posfundacional de la contingencia. La política es problematizada en la tercera sección con la lectura del Manual del Profesor y de la Live Buenas Prácticas, directrices destinadas a trabajar con el Proyecto de Vida en escuelas de bachillerato en Mato Grosso. Destacamos la différance y la contingencia como en la fragmentación del racionalismo y de la fantasía de positividad en la política de formación de jóvenes en el bachillerato, argumentando que la educación no está relacionada ni con fundamentos racionales ni con positividades idealizadas, sino que se encuentra en prácticas sociales/discursos de una colectividad constituida en la lucha política, de modo que cualquier sentido de formación del joven propuesto como universal no es más que un acto de poder cuyas huellas quedan sedimentadas. En la conclusión, defendemos una perspectiva de política curricular radicalmente contextual en la que la diferenciación se considere una condición inerradicable de la educación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política curricular para o Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Différance]]></kwd>
<kwd lng="pt"><![CDATA[Contingência]]></kwd>
<kwd lng="pt"><![CDATA[Projeto de Vida]]></kwd>
<kwd lng="en"><![CDATA[Curriculum policy for High school]]></kwd>
<kwd lng="en"><![CDATA[Différance]]></kwd>
<kwd lng="en"><![CDATA[Contingency]]></kwd>
<kwd lng="en"><![CDATA[Life Project]]></kwd>
<kwd lng="es"><![CDATA[Política curricular para el bachillerato]]></kwd>
<kwd lng="es"><![CDATA[Différance]]></kwd>
<kwd lng="es"><![CDATA[Contingencia]]></kwd>
<kwd lng="es"><![CDATA[Proyecto de Vida]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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