As discursidades do currículo e da cultura na proposta curricular do município de João Pessoa/PB

Abstract

This graduating paper derives from a research project entitled "The process of signification of curriculum and culture in the Curricular Proposal of the city of João Pessoa/PB" PIBIC/CNPq/UFPB 2010-2012, in which I took part from 2010 to 2012. The topic investigated is how the nodal points that fix meanings for curriculum and culture are framed in the curricular proposal of the city of João Pessoa. The main aims are to analyze the process of signification of the curriculum and culture in the Curricular Proposal of the city of João Pessoa/PB (2004- Years 1-4/Elementary Education), including the area of Youth and Adult Education (EJA). In this paper, I extend the research study by investigating the field of elementary education directed to youth and adults (EJA). The specific aims are: to interpret how the signifiers curriculum and culture are articulated in the Curricular Proposal of the city of João Pessoa (2004); abstract the nodal points for those signifiers in that curriculum document; register the new meanings for curriculum and culture and their relations. The methodology adopted for data analysis is primarily based on Laclau and Mouffe‟s discourse theory (2006). The interpretive analysis for using Discourse Theory is divided in the following phases. In the first phase of the research, I identified in the documents the discourses that attribute meaning to curriculum and culture. In the second phase, I analyzed and interpreted those discourses in light of theoretical references drawn from Hall (2003), Laclau & Mouffe (2006), Laclau (2011), Moreira & Candau (2008), Pereira (2009/2010), among others. In the last phase, I draw some provisional insights that point out that the categories curriculum and culture are inseparable, because they are interdependent. In other words, one complements the other and they both depend on each other to be articulated.