Session Information
23 SES 12 B, To See is to Believe? The Shifting Constitution of Evidence in Educational Research, Policy and Practice
Symposium
Contribution
After a few decades in which both the curriculum theoretical discussion and the curriculum organization in Brazilian schools were predominantly characterized in the direction of diversity, differences and singularities (Moreira, 2009), last and present year’s debate were marked by the resumption of a discussion on a common national basis. We argue that the official documents of the Brazilian National Common Curricular Base are the result of perspectives that attribute the status of science to the field of education – and its association with reality and truth. The analysis undertaken was based on categories such as discourse and enunciation (Pinar, 2011), prominent in the current international theories on curriculum seeking a productive dialogue with the concepts on language presented in the philosophy of Gilles Deleuze (2004).
References
Deleuze, Gilles. Logic of Sense. Bloomsbury Publishing, 2004. Moreira, A. F. B. (2009) Curriculum Studies: advances and challenges in the internationalization process. JCT (Rochester), v. 5, p. 1-13. Pinar, W. (Ed.). (2011) Curriculum studies in Brazil: Intellectual Histories, Present Circumstances. New York: Palgrave Macmillan.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.