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Previous issue date: 2014-09-30 / Esta tese possui como objetivo principal refletir acerca dos elementos conceituais definidores do conceito curr?culo encarnado, concep??o curricular identificada a partir da an?lise em torno da racionalidade empregada no trabalho de doutoramento do Professor Antonio Fernando Gouv?a da Silva, intitulado A constru??o do curr?culo na perspectiva popular cr?tica: das falas significativas ?s pr?ticas contextualizadas, escrito e defendido no ?mbito do Programa de P?s-Gradua??o em Educa??o: Curr?culo, da Pontif?cia Universidade Cat?lica de S?o Paulo, no ano de 2004. Debru?amo-nos, tamb?m, sobre a problematiza??o das afinidades entre as teorias p?s-coloniais - perspectivas anal?ticas voltadas para a discuss?o em torno da colonialidade e seus efeitos na tessitura social contempor?nea - e o conceito curr?culo encarnado. Argumentamos que as reflex?es presentes no trabalho supracitado trazem um conceito de curr?culo articulado com base em tr?s elementos conceituais simbi?ticos, a saber: a negatividade, o di?logo e a pr?xis, os quais, ao endossarem a possibilidade de uma pr?tica curricular entranhada no contexto de vida dos sujeitos, apresentam algumas inclina??es p?s-coloniais que propiciam a problematiza??o sobre manifesta??es neocoloniais na esfera curricular, delineando uma cr?tica ao modus operandi do colonialismo, particularmente, em sua dimens?o cultural e epist?mica da qual a educa??o ? indissoci?vel. Para tanto, utilizamos como procedimento metodol?gico a cartografia simb?lica, estrat?gia de constru??o do conhecimento sistematizada por Boaventura de Sousa Santos, a qual nos permitiu a constru??o de mapas interpretativos que possibilitaram a simboliza??o do universo que se almejou compreender, qual seja, as categorias conceituais citadas acima, as quais, em nosso entendimento, fundamentam o conceito curr?culo encarnado. Nessa dire??o, nos ancoramos em um di?logo prof?cuo com a abordagem te?rica de Paulo Freire e de alguns de seus int?rpretes no que tange ? discuss?o sobre curr?culo, especialmente as reflex?es desenvolvidas por Antonio Fernando Gouv?a da Silva, e com autores cujos desdobramentos te?ricos ressoam em perspectivas de humaniza??o, justi?a e emancipa??o social, dentre os quais destacamos: Theodor Adorno, Hugo Zemelman, Wilfred Carr, Adolfo S?nchez V?zquez, entre outros. Buscamos, de igual maneira, nas contribui??es de autores considerados p?s-coloniais, como Hugo Achugar, Gayatri Spivak, Boaventura de Sousa Santos e Enrique Dussel, para citar alguns, as raz?es pelas quais consideramos o curr?culo encarnado como um lugar de enuncia??o pol?tico-pedag?gico, propiciador de uma pr?xis educacional que se engaja em um trabalho curricular de tradu??o da realidade com o intuito de nela enxergar aquilo que oprime para, ent?o, suscitar a constru??o de um curr?culo escolar como projeto de conscientiza??o para liberta??o em rela??o ao que ? injusto e desumano. Consideramos, por fim, que o ?xito dessa tradu??o curricular encarnada implica a amplia??o do n?mero de falantes mobilizados na produ??o de um conhecimento que anseie pela emancipa??o social e contribua para o enriquecimento das capacidades humanas quanto ? manuten??o da vida e da dignidade das pessoas. / This thesis has as main objective to reflect about the defining conceptual elements of the
embodied curriculum concept, ident
ified curriculum conception from the analysis about the
rationality employed in the doctoral work of
teacher Antonio Fernando Gouv?
a da Silva, entitled
The construction of the curriculum in popular critical perspective: the significant words to the context
ualized
practices
,
written and defended in the Postgraduate Program in Education: Curriculum, in the
Pontif?cia Catholic University of S?o Paulo, in 2004. We looked, also, on the problematization of
the affinities
between postcolonial theories
?
analytical
perspectives towards the discussion about
coloniality and their effect on contemporary social weaving
?
and the embodied curriculum
concept. We argue that the reflections present in the aforementioned work bring an articulated
curriculum concept based on
three conceptual symbiotic elements, namely: negativity, dialogue
and praxis, which, by endorsing the possibility of a curricular ingrained practice in the life context
of the individuals, have some post
-
colonial inclinations that lead to the problematizat
ion about
the neo
-
colonial manifestations in curricular sphere, outlining a critique of the
modus operandi
of
the colonialism, particularly, in its cultural and epistemic dimension from which the education is
inseparable. For that, we used as methodologica
l procedure the symbolic cartography, knowledge
building strategy systematized by Boaventura de Sousa Santos, which allowed us to construct
interpretive maps that enabled the symbolization of the universe which we longed to understand,
that is, the concept
ual categories mentioned above, which, in our view, underlie the concept of
embodied curriculum. In this direction, we anchored ourselves in a meaningful dialogue with the
theoretical approach of Paulo Freire and some of his interpreters regarding the disc
ussion on
curriculum, especially the reflections dev
eloped by Antonio Fernando Gouv?
a da Silva, and
authors whose theoretical developments resonate in prospects for humanization, social justice
and empowerment, among which we highlight: Theodor Adorno, Hug
o Zemelman, Wilfred Carr,
Adolfo S?nchez V?zquez, among others. We seek, in the same manner, on the contributions of
authors considered post
-
colonial, as Hugo Achugar, Gayatri Spivak, Boaventura de Sousa Santos
and Enrique Dussel, to name a few, the reason
s why we consider the embodied curriculum as a
place of political
-
pedagogical enunciation, conducive to an educational praxis that engages in a
curricular work of reality translation in order to see what overwhelms it to, then, elicit the
construction of a
school curriculum as an awareness project for releasing in relation to what is
unjust and inhumane. We consider, finally, that the success of this curriculum embodied
translation implies a larger number of speakers mobilized in the production of knowledge
that
yearns for social emancipation and contribute to the enrichment of human capabilities as the
maintenance of the life and the dignity of people.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19894 |
| Date | 30 September 2014 |
| Creators | Lima, Jos? Gllauco Smith Avelino de |
| Contributors | 64273989891, http://lattes.cnpq.br/3606354737293761, Silva, Antonio Fernando Gouv?a da, 02250507813, http://lattes.cnpq.br/9621931288117213, Germano, Jos? Willington, 05676169400, http://lattes.cnpq.br/9070289595467890, Coutinho, Karyne Dias, 93225873004, http://lattes.cnpq.br/6013805360280552, Silva, Lenina Lopes Soares, 10702555487, http://lattes.cnpq.br/1487610808390702, Arag?o, Marta Genu Soares, 11704314291, Silva, Rosalia de F?tima e, http://lattes.cnpq.br/2560174506689869, 32264046449, Pernambuco, Marta Maria Castanho Almeida |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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