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vol.34MÉTODO DE ALFABETIZAÇÃO GLOBAL DE CONTOS E O PAPEL DA LEITURA COMO RENOVAÇÃO DAS PRÁTICAS E MODERNIDADE PEDAGÓGICA (1918-1938)“CIÊNCIA SEM FRONTEIRAS” COMO ACONTECIMENTO DISCURSIVO E DISPOSITIVO DE PODER/SABER índice de autoresíndice de assuntospesquisa de artigos
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versão impressa ISSN 0102-4698versão On-line ISSN 1982-6621

Resumo

ARAUJO, Kátia Costa Lima Corrêa de. THE DEBATE ABOUT CURRICULUM POLICY AND THE MEANING OF SUPERVISED INTERNSHIPS (1996-2006): AN ANALYSIS BASED ON DISCOURSE THEORY. Educ. rev. [online]. 2018, vol.34, e173843.  Epub 12-Abr-2018. ISSN 0102-4698.  http://dx.doi.org/10.1590/0102-4698173843.

This article describes the results of a research study about Brazil’s debate on curriculum and the meaning of supervised internships (1996-2006), considering the concepts of demands, articulations, and hegemony. We have worked with Ernesto Laclau’s discourse theory arguing that such a debate represents a discursive articulation field. We formulated questions like “Which demands are hegemonized in curriculum policies?” and “How the meanings of supervised internships are built through this debate?” The field of study is the National Association for Education Professionals Training (ANFOPE) and the Ministry of Education/National Council of Education (MEC/CNE). We created a method of analysis based on discourse theory in order to examine the aforementioned debate through the perspective of questioning/deconstructing discourses to reveal how hegemony operates. We found that the meanings of supervised internship result from articulatory practices between different demands produced during it, under the influence of conflictual debate surrounding knowledge, training models and the curriculum.

Palavras-chave : Curriculum policy; Supervised internship; Hegemony.

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