Democratic limits of a common-to-all training project

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Educar em Revista Pub Date : 2022-01-01 DOI:10.1590/1984-0411.85861-t
Talita Vidal Pereira, M. Reis
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引用次数: 0

Abstract

ABSTRACT1 The writing of this text is mobilized by the discomfort caused by what is argued to be the “naturalization” of the idea of commonality present in curricular theories and policies. It is from this discomfort that it is proposed to reflect about the meanings of subject and, consequently, definitions of knowledge have been mobilized in curricular theories and policies? Assuming a deconstructive Derridean position, the democratic pretensions of discourses that project the formation of common identities filled by knowledge meant as universal is problematized. Arguments based on the contributions of Ernesto Laclau and Chantal Mouffe’s discourse theory are developed, in dialogue with the reflections produced by Jacques Derrida related to the philosopher’s critique of logocentrism. Without attempting to offer definitive truths, this text is an invitation to reflect on the need to destabilize norms and expose their limits, deconstructing the fragile pillars of structures that support the democratic pretensions of common formation projects. The bet is on the potential hyperpolitization of the social struggle that opens with the appropriation of theoretical contributions presented in this text.
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全民培训项目的民主限制
摘要本文的写作是由课程理论和政策中存在的被认为是“归化”的共同性观念所引起的不适所驱动的。正是由于这种不适,才提出反思主题的意义,因此,在课程理论和政策中调动了知识的定义。假设一个解构主义的Derridean立场,话语的民主主张投射了由知识填充的共同身份的形成,这意味着普遍是有问题的。基于埃内斯托·拉克劳和尚塔尔·墨菲话语理论的贡献,在与雅克·德里达关于哲学家对逻各斯中心主义的批判的反思的对话中,论点得到了发展。本文不试图提供明确的真理,而是邀请人们反思破坏规范并暴露其局限性的必要性,解构支持共同形成项目的民主主张的结构的脆弱支柱。赌注在于潜在的社会斗争的过度政治化,这种斗争以本文中提出的理论贡献的挪用为开端。
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Educar em Revista
Educar em Revista EDUCATION & EDUCATIONAL RESEARCH-
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发文量
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审稿时长
3 weeks
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