O currículo como espaço de disputa e significação

Abstract

: In this article, we discuss the curriculum based on studies that have been carried out in the Postgraduate Program in Education – POSEDUC/UERN, with the aim of reflecting on how the post-structuralist reading has enabled us to understand the curriculum in a discursive perspective. Throughout our students and professional experiences with curriculum, we constructed an understanding that had educational common sense as a reference. Today, going beyond this understanding, we discuss the curriculum from a post-structuralist perspective, understanding it as a text, amid disputes over meaning, according to our theoretical framework based on Lopes and Macedo (2011); Silva (2010). Our study was constituted from qualitative research, using bibliographic type and participatory research in privileged spaces. The results indicate that the meaning is in permanent dispute. We conclude that a hegemonic meaning is always precarious and contingent and that the debate around the curriculum needs to be present in our schools, since they are part of the dispute over meaning.