DISCURSIVE CARTOGRAPHY OF THE FORCES THAT MOVE THE CURRICULAR POLITICAL PRACTICES AND TEACHERS’ TRAINING WITHIN ABdC PORTFOLIOS PUBLISHED IN THE E-CURRICULUM

Abstract

This paper aims at capturing the assertions expressed in the Associação Brasileira de Currículo – Curriculum Brazilian Association (ABdC) portfolios, published in the e-Curriculum Journal, in the period from 2012 to 2016, through a discursive cartographic follow-up that permeate the forces that affect the curricular political practices. It dialogues with the difference philosophy as potency to analyze the complex threads that weave these enunciations. The study indicates that, out of the 50 selected papers, 46% are inserted in the post-critical theoretical-epistemological approach, 26% in the criticism, 28% are hybrid papers resulting from the mixture of those two strands. Concerning the methodological approaches, the work highlights the predominance of documental-bibliographic studies and essays, followed by the researches that use narrative/conversations and the ones with documental-bibliographic intent associated to the field research that use interviews as methodological instrument. The keywords and concepts that stood out in the portfolios were: curriculums, teacher education and policies. Among the papers written by Brazilian authors, the Southeast region is expressively emphasized (65%), through the State University of Rio de Janeiro (UERJ), as the predominant institutional affiliation location of the authors. Thereafter, the South and Northeast region of the country respectively occupy 18% and 16%. The study identifies Stephen Ball, Alice Casimiro Lopes, Ernesto Laclau, Nilda Alves, Inês Barbosa de Oliveira, Elizabeth Macedo, Michel de Certeau and Michel Foucault as the most quoted references in the papers. In conclusion, the thinking-difference among collective services is highlighted, as potency in order to discuss the curricular political practices.