Curriculum policies in Brazil: thinking about a new political logic

Abstract

This article aims to propose a new political logic for curriculum policies in Brazil in the different pedagogical spaces. Thus, two problematizing axes of analysis, the logic of difference and the logic of equivalence of Laclau (1996a, 1996b, 2005, 2006), both guided by the categories of hegemony, discourse (s) and antagonisms , and which destabilize the idea of absolute power (Laclau & Mouffe, 2006). In order to explain how this process of destabilization of power occurs and to understand if it is possible to think a new political logic for curricular policies in Brazil, a discursive methodology linked to the Social Theory of Discourse (TSD) by Laclau & Mouffe (2006). The theoretical contributions are based on authors who analyze curricular policies and others that use the power category, based on the logics of difference and equivalence as Pinto (2010) and Mouffe (2007). The analyzes will be linked to the theoretical references of these authors as much for the potential of their theories as for the hypothesis that there is a thought in the field of politics that can be linked to the new political logic proposed in the field of social sciences that is articulated a potential way for us to understand more clearly how the field of curriculum policies in Brazil in the twenty-first century has been redirecting. It is sought to highlight if the investigative findings are significant and potentiating in order to fix meanings and meanings and sometimes to characterize them in a circumstantial and biased manner.