Under the name “cycles of education”: discursive disputes trying to mean a democratic education
Journal Title: Práxis Educativa - Year 2017, Vol 12, Issue 1
Abstract
This paper presents the results of a study which focuses on the link of curriculum policy of cycles to the idea of democracy in education. We seek to understand how this link democracy-cycles is constituted and naturalized, as well as the political effects it produces. Therefore, we investigated the academic production specialized in cycles of education, with greater interest in articles published in journals, bearing in mind that such academic texts are also political texts. From a post-foundational and discursive viewpoint, we aimed at deconstructing the naturalized interpretation of an existing democratic characteristic in the organization of cycles. In this process, we made an effort to give visibility to the constant dispute of signifiers and meanings around the signified cycles. Cycles becomes, in the perspective we chose, a name for∕in the educational policy through which there is an attempt to build a democratic school project.
Authors and Affiliations
Érika Virgílio Rodrigues da Cunha, Alice Casimiro Lopes
Keywords
Related Articles
- EP ID EP491051
- DOI 10.5212/PraxEduc.v.12i1.0010
- Views 104
- Downloads 0
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Review: FERNÁNDEZ CRUZ, Manuel. Formación y desarrollo de profesionales de la Educación: un enfoque profundo. USA: Deep University Press, 2015. 236 p.
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