ABDC AND TCI DOSSIERS: CARTOGRAPHY OF DISCURSIVE STATEMENTS ORGANIZED IN THE THEMES OF THE ARTICLES

Abstract

In this paper, the discursive practices of the journal Transnational Curriculum Inquiry between 2010 and 2016, and the dossiers organized by the Brazilian Association of Curriculum, published in the journals e-Curriculum, Currículo Sem Fronteiras and Teias, between 2012 and 2016, are analyzed. The aim was to map the topics covered in the articles. The methodology used is the discourse analysis, based on cartographic-discursive mapping, in order to problematize the statements that marked the discourses of the authors, the themes that emerge in these discourses, the regularities and irregularities that mark them and what are the approximations between the discourses expressed in the four journals. A cluster with 34 thematic axes are presented, highlighting: current education policies and their implications for school, teaching work and curriculum; teacher professionalization, curriculum and teacher training; contemporary themes such as cosmopolitanism, transnationalization, deconstruction and curriculum reconceptualization, multiculturalism, cultural diversity, inclusion policies, differences, gender, feminism and sexuality. It is also emphasized works related to the National Common Curricular Base; to the curriculum-affection, curriculum-networks of collective discussions and production of desire; to the relations between curriculum, culture, daily life, differences, among others. The themes reported in the articles portray the historical, political, educational and economic movement in which we are immersed and reveal the molar organization that tries to impose itself, but they point out that this does not prevent affections, happy affections, good meetings, molecular energies and the escape lines. The results show that there is always something leaking; there is always something that escapes the overcoding machine. The articles are revealing of this movement.