THE PRESENCE OF THE MODERN/COLONIAL DISCOURSE IN THE CURRICULUM AND THE PRODUCTION OF SUBJECTS

Authors

  • Sirley Lizott Tedeschi Universidade Estadual de Mato Grosso do Sul - UEMS
  • Ruth Pavan Universidade Católica Dom Bosco - UCDB

DOI:

https://doi.org/10.17058/rea.v26i2.11663

Keywords:

School curriculum, Difference, Identity, Modernity.

Abstract

In this article we discuss how difference still constitutes a problem for the school and its curriculum, how the presence of other subjects who are not similar to the model idealized by modernity still embarrasses, disturbs and disquiets teachers. Our analysis results from a research project conducted – through semi-structured interviews – with teachers of the sixth to ninth grades of a public primary school. The analysis of the teachers’ statements is close to the post-structuralist perspective, and we think that the school curriculum is still under the effects of the modern/colonial discourse. The teachers, captured by this discourse, still represent difference on the basis of sameness and for the sake of sameness, trying to deny plurality and the unpredictability of otherness.

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Author Biographies

Sirley Lizott Tedeschi, Universidade Estadual de Mato Grosso do Sul - UEMS

Doutora em Educação e professora da Universidade Estadual de Mato Grosso do Sul.

Ruth Pavan, Universidade Católica Dom Bosco - UCDB

Doutora em Educação e professora do Programa de Pós-Graduação em Educação - Mestrado e Doutorado - da Universidade Católica Dom Bosco.

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Published

2018-05-02

How to Cite

Tedeschi, S. L., & Pavan, R. (2018). THE PRESENCE OF THE MODERN/COLONIAL DISCOURSE IN THE CURRICULUM AND THE PRODUCTION OF SUBJECTS. Reflexão E Ação, 26(2), 43-56. https://doi.org/10.17058/rea.v26i2.11663

Issue

Vol. 26 No. 2 (2018): Dossiê: Educação, Cultura e Produção de Sujeitos

Section

Dossiê Temático: Educação, Cultura e Produção de Sujeitos

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