A emancipação na política curricular do Ensino Fundamental de Mato Grosso.

Abstract

This thesis discusses the limitations and possibilities for the understanding of curriculum policy as an emancipation space. Thus, it presents results of a research about the notion of emancipation in primary school curriculum policy of the state of Mato Grosso, between 2003 and 2013. To focus on the production of senses for emancipation, it is based on the post- structuralism perspective to discuss the relationship between curricular discourses in this policy. The contributions of the Theory of Discourse (LACLAU; MOUFFE, 1985) and Curriculum Theory (OLIVEIRA; DESTRO, 2005; SILVA, 2010, 2015; GARCIA, 2010; LOPES; MACEDO, 2011; HYPOLITO; VIEIRA; LEITE, 2012) support the rereading about the emancipation in the curricular field, as well as the delimitation of the problem about the impossibility of working with the notion of emancipation. The research presents the understanding of curriculum policy as a field of discourse and it centralizes methodologically and theoretical this policy, through documents. It is argued that around the production of senses to emancipation, there is the impossibility of a suture end. Such positioning highlights the antagonistic character which tends to constitute the discursive relations between the curriculum organized in cycles. This research does not aim to attempt the replacement of emancipation by emancipations, in plural, but it argues that the word emancipations can be understood from the context of curriculum policy, from struggles and disputes around meaning that promotes momentary breaks, changes in the identify condition of one or more social groups. Thus, the term emancipations i configured in plurality of powers which may or may not provisionally centrality of a speech or a field of discourse.