Common core: the false opposition between knowledge to do something and knowledge itself

Abstract:

Abstract: Defining politics as a signifiXation process, in dialogue with the discourse theory from Ernesto Laclau and Chantal Mouffe, I focus on the current debate about common core in Brazil. Assuming that social antagonism is ineradicable, I defend that the political terrain is always marked by articulations between a plurality of demands. Using the Australian experience as a starting point, I highlight two antagonizing ideas articulated by Brazilian common core, namely: knowledge to do something and knowledge itself. After analyzing the antagonismo between them, I argue that the dispute naturalizes the idea of curriculum as control, an idea that I try to displace by understanding education, justice and democracy as "to come".

Keywords:
Brazilian common core; Disciplinary knowledge; Pragmatism; Curriculum policy.