Curricular Centralization Policy in Brazil: A Discursive Perspective on Academic Researches

Abstract

This article discusses the possibility of expanding the analysis of the "new paradigm" of "curriculum" hegemonized in the current Brazilian educational policy. Based on post-structural/post-foundational ontological appropriations of the Theory of Discourse (TD) in the field of curriculum, we challenge the defense of an educational project common to all and with projections that set an ideal to be achieved. Refers to those that seek to sustain this paradigm - in a movement to maintain the status quo, as well as those who seek to challenge it - in a movement of dispute for an ideal of emancipatory education capable of promoting social transformation. Gathering texts of academic production between 2014-2018 that has indicated a discursive analysis around the policies of curricular centralization in the Brazilian context. The aim is answering the following questions: How has the policy of curricular centralization been approached by discursive researches? How does the discursive perspective help us to challenge the current hegemonic model of curricular policy without establishing a normative closure? Highlights that the discoursive perspective puts on suspicion of curricular centralization policies and enphatizes the importance of radical political condition in the process of its contestation, with a view to favoring multiple curricular subjectivities based on democracy. Key-words: Discursive Perspective; Curriculum Policy; Curricular Centralization; Academic Researches; Brazilian Policies.