{"title":"全民培训项目的民主限制","authors":"Talita Vidal Pereira, M. Reis","doi":"10.1590/1984-0411.85861-t","DOIUrl":null,"url":null,"abstract":"ABSTRACT1 The writing of this text is mobilized by the discomfort caused by what is argued to be the “naturalization” of the idea of commonality present in curricular theories and policies. It is from this discomfort that it is proposed to reflect about the meanings of subject and, consequently, definitions of knowledge have been mobilized in curricular theories and policies? Assuming a deconstructive Derridean position, the democratic pretensions of discourses that project the formation of common identities filled by knowledge meant as universal is problematized. Arguments based on the contributions of Ernesto Laclau and Chantal Mouffe’s discourse theory are developed, in dialogue with the reflections produced by Jacques Derrida related to the philosopher’s critique of logocentrism. Without attempting to offer definitive truths, this text is an invitation to reflect on the need to destabilize norms and expose their limits, deconstructing the fragile pillars of structures that support the democratic pretensions of common formation projects. The bet is on the potential hyperpolitization of the social struggle that opens with the appropriation of theoretical contributions presented in this text.","PeriodicalId":45723,"journal":{"name":"Educar em Revista","volume":null,"pages":null},"PeriodicalIF":0.2000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Democratic limits of a common-to-all training project\",\"authors\":\"Talita Vidal Pereira, M. Reis\",\"doi\":\"10.1590/1984-0411.85861-t\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT1 The writing of this text is mobilized by the discomfort caused by what is argued to be the “naturalization” of the idea of commonality present in curricular theories and policies. It is from this discomfort that it is proposed to reflect about the meanings of subject and, consequently, definitions of knowledge have been mobilized in curricular theories and policies? Assuming a deconstructive Derridean position, the democratic pretensions of discourses that project the formation of common identities filled by knowledge meant as universal is problematized. Arguments based on the contributions of Ernesto Laclau and Chantal Mouffe’s discourse theory are developed, in dialogue with the reflections produced by Jacques Derrida related to the philosopher’s critique of logocentrism. Without attempting to offer definitive truths, this text is an invitation to reflect on the need to destabilize norms and expose their limits, deconstructing the fragile pillars of structures that support the democratic pretensions of common formation projects. The bet is on the potential hyperpolitization of the social struggle that opens with the appropriation of theoretical contributions presented in this text.\",\"PeriodicalId\":45723,\"journal\":{\"name\":\"Educar em Revista\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educar em Revista\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1590/1984-0411.85861-t\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educar em Revista","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1590/1984-0411.85861-t","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Democratic limits of a common-to-all training project
ABSTRACT1 The writing of this text is mobilized by the discomfort caused by what is argued to be the “naturalization” of the idea of commonality present in curricular theories and policies. It is from this discomfort that it is proposed to reflect about the meanings of subject and, consequently, definitions of knowledge have been mobilized in curricular theories and policies? Assuming a deconstructive Derridean position, the democratic pretensions of discourses that project the formation of common identities filled by knowledge meant as universal is problematized. Arguments based on the contributions of Ernesto Laclau and Chantal Mouffe’s discourse theory are developed, in dialogue with the reflections produced by Jacques Derrida related to the philosopher’s critique of logocentrism. Without attempting to offer definitive truths, this text is an invitation to reflect on the need to destabilize norms and expose their limits, deconstructing the fragile pillars of structures that support the democratic pretensions of common formation projects. The bet is on the potential hyperpolitization of the social struggle that opens with the appropriation of theoretical contributions presented in this text.