CURRICULUM AND THE CONSTRUCTION OF A COMMON: INSURGENT ARTICULATIONS IN AN INSTITUTIONAL POLICY OF TEACHER TRAINING

Abstract

This text aims to explore the political and analytical potential of the signifier “common” in the contemporary curricular studies, through an analysis of an institutional policy of initial and continuous teacher training developed in a federal public university. In order to do that, it is worked with the poststructuralist theories, in particular with the theories related to post-foundational approach, which is advocated by Olivier Marchant to the comprehension and positioning in debates about policies that move flows of meaning from undergraduate teaching curriculum and school curriculum. This work, particularly, proposes to focus on the meaning processes that mobilize the signifier “common” and expose the different interests in play. In a dialogue with Pierre Dardot and Christian Laval’s theoretical contributions and differing from current interpretations produced in the curricular field, another comprehension, productive from the signifier “common”, is proposed. In the perspective emphasized here, the idea of building a “common” presents itself as a possibility of politicizing the field, overcoming binarism and recognizing the protagonism and the strength of the contingency in these disputes. Firstly, the article presents some uses of the “common” that have been hegemonized in curricular studies, as well as other possible and available interpretations. After that, having as empirical field an ongoing curriculum policy, this text underlines the heuristic potency of a comprehension of common that has guided its operation and being a true insurrection or inventive resistance network in times of the dismantling the public educational system in Brazil.