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Cultos e corpos: uma leitura socioteológica da idolatria e da prostituição em Oséias 2,4-16: A SOCIO-THEOLOGICAL READING OF IDOLATRY AND PROSTITUTION IN HOSEA 2:4-16
No full textThe pericope of Hosea 2:4-16 presents idolatry as prostitution, linking the unfaithfulness of Northern Israel to the worship of the Baals within a context of religious syncretism and unequal prosperity, which Hosea identifies as the cause of the Assyrian captivity. The text highlights the political interests of Judah’s elites after the fall of Samaria, suggesting the oracles were written to legitimize power projects. Socio-theological analysis shows that alliances with foreign nations and the worship of other deities led to Northern Israel’s downfall. The metaphor of a legal process against the unfaithful wife denounces idolatry as a breach of the covenant with YHWH, while threats of nakedness and exile symbolize divine punishment and loss of fertility, essential for agricultural subsistence. In this context, prostitution emerges as a collective social phenomenon tied to state economic impositions, not just individual acts. Male participation and collective responsibility, often ignored, reveal connections between sexuality, religion, and taxation. Hosea’s prophecy thus denounces not only idolatry as religious transgression but also a sociopolitical system that exploited bodies and resources, calling for a reevaluation of the people’s socioeconomic and spiritual relationships.La perícope de Oseas 2:4-16 presenta la idolatría como prostitución, vinculando la infidelidad de Israel del Norte al culto a los baales en un contexto de sincretismo religioso y prosperidad desigual, que Oseas señala como causa del cautiverio asirio. El texto evidencia los intereses políticos de las élites de Judá tras la caída de Samaria, sugiriendo que los oráculos fueron redactados para legitimar proyectos de poder. El análisis socio-teológico muestra que las alianzas con naciones extranjeras y la adoración a otras divinidades llevaron al cautiverio de Israel del Norte. La metáfora del proceso jurídico contra la esposa infiel denuncia la idolatría como violación de la alianza con YHWH, mientras que las amenazas de desnudez y exilio simbolizan el castigo divino y la pérdida de fertilidad, esencial para la subsistencia agrícola. En este contexto, la prostitución se revela como un fenómeno social colectivo vinculado a imposiciones económicas estatales, no solo a casos individuales. La participación masculina y la corresponsabilidad colectiva, frecuentemente ignoradas, evidencian conexiones entre sexualidad, religión y tributación. La profecía de Oseas denuncia así no solo la idolatría como transgresión religiosa, sino también un sistema sociopolítico que explotaba cuerpos y recursos, exhortando a revisar las relaciones socioeconómicas y espirituales del pueblo.A perícope de Oséias 2,4-16 apresenta a idolatria como prostituição, ligando a infidelidade de Israel Norte ao culto aos baalins em um contexto de sincretismo religioso e prosperidade desigual, que Oséias aponta como causa do cativeiro assírio. O texto evidencia interesses políticos das elites de Judá após a queda de Samaria, sugerindo que os oráculos foram redigidos para legitimar projetos de poder. A análise socioteológica mostra que alianças com nações estrangeiras e a adoração a outras divindades levaram ao cativeiro Israel Norte. A metáfora do processo jurídico contra a esposa infiel denuncia a idolatria como violação da aliança com YHWH, enquanto ameaças de nudez e exílio simbolizam punição divina e perda da fertilidade, essencial à subsistência agrícola. A prostituição, nesse contexto, revela-se um fenômeno social coletivo, associado a imposições econômicas estatais, não apenas a casos individuais. A participação masculina e a corresponsabilidade coletiva, frequentemente ignoradas, evidenciam conexões entre sexualidade, religião e tributação. A profecia de Oséias denuncia, assim, não apenas a idolatria como transgressão religiosa, mas também um sistema sociopolítico que explorava corpos e recursos, conclamando à revisão das relações socioeconômicas e espirituais do povo
O ensino industrial sob o viés legal: das leis orgânicas (1942) à LDB 4.024/1961
Get PDFThis article\u27s main objective is to analyze educational legislation from the promulgation of the organic law on industrial education and the law creating the National Industrial Learning Service (SENAI), which occurred in January 1942 until 1961, when the Law of Guidelines and Bases (LDB) 4,024/1961. As categories of analysis, we seek to clarify the development of industrial education in the proposed section from two aspects: I – in relation to the articulation between teaching levels, in particular, in the possibilities of verticalization of teaching to graduates of different industrial courses; II – in relation to the issue of public and private institutions responsible for industrial education, with a focus on technical schools in the federal network and SENAI. The article is divided into three parts. The first part seeks to contextualize the organization of industrial education that occurred due to the promulgation of Decree-Law 4,073, of January 30, 1942, the Organic Law of Industrial Education and Decree-Law 4,048, of January 22, 1942, which created SENAI. The second part analyzes the trajectory of industrial education during the 1950s, and finally, the third part analyzes EPT within the scope of LDB 4,024/1961. The period analyzed covers the trajectory of the verticalization of industrial education, starting with the organic law of industrial education, which allowed the possibility of entering a higher education course in a related area and consolidating in LDB 4,024/1961, with total articulation between levels.El objetivo principal de este artículo es analizar la legislación educativa desde la promulgación de la ley orgánica de educación industrial y la ley que crea el Servicio Nacional de Aprendizaje Industrial (SENAI), ocurrida en enero de 1942 hasta 1961, cuando se promulga la Ley de Lineamientos y Bases (LDB). 4.024/1961. Como categorías de análisis, buscamos esclarecer el desarrollo de la educación industrial en el apartado propuesto a partir de dos aspectos: I – en relación a la articulación entre niveles de enseñanza, en particular, en las posibilidades de verticalización de la enseñanza a los graduados de diferentes carreras industriales; II – en relación a la cuestión de las instituciones públicas y privadas responsables de la educación industrial, con foco en las escuelas técnicas de la red federal y del SENAI. El artículo se divide en tres partes. La primera parte busca contextualizar la organización de la educación industrial ocurrida con motivo de la promulgación de la Ley Orgánica de Educación Industrial y de la ley que creó el SENAI. La segunda parte analiza la trayectoria de la educación industrial durante la década de 1950, y finalmente, la tercera parte analiza la EPT en el ámbito de la LDB 4.024/1961. El período analizado abarca la trayectoria de verticalización de la educación industrial, comenzando con la ley orgánica de educación industrial, que permitió la posibilidad de ingresar a un curso de educación superior en un área afín y consolidándose en la LDB 4.024/1961, con total articulación entre niveles.Este artigo tem como objetivo principal analisar a legislação educacional a partir da promulgação da lei orgânica do ensino industrial e da lei de criação do Serviço Nacional de Aprendizagem Industrial (SENAI), ocorridas em janeiro de 1942 até o ano de 1961, quando foi promulgada a Lei de Diretrizes e Bases (LDB) 4.024/1961. Como categorias de análise, busca-se esclarecer o desenvolvimento do ensino industrial no recorte proposto sob dois aspectos: I – em relação a articulação entre os níveis de ensino, em especial, nas possibilidades de verticalização de ensino aos egressos dos diferentes cursos industriais; II – em relação a questão das instituições públicas e privadas responsáveis pelo ensino industrial, com foco nas escolas técnicas da rede federal e do SENAI. O artigo está dividido em três partes. A primeira parte, busca contextualizar a organização do ensino industrial ocorrida devido a promulgação do Decreto-Lei 4.073, de 30 de janeiro de 1942, a Lei orgânica do ensino industrial e do Decreto-lei 4.048, de 22 de janeiro de 1942, que criou o SENAI. A segunda parte trata de analisar a trajetória do ensino industrial durante a década de 1950, e por fim, a terceira parte trata de analisar a EPT no âmbito da LDB 4.024/1961. O período analisado aborda a trajetória da verticalização do ensino industrial, iniciando com a lei orgânica do ensino industrial, que permitiu a possibilidade de ingresso em curso superior aos técnicos de área correlata até a promulgação da LDB 4.024/1961, que promoveu a articulação total entre os níveis
Possibilidades emergentes em narrativas de professores de turmas multisseriadas: ensinar-aprender em Escolas das Águas no Pantanal
Get PDFMultigrade settings have been a form of educational organization in contexts of low population density. In Corumbá, Mato Grosso do Sul, Brazil, there is a group of teaching units called Escolas das Águas, characterized by being in a region of difficult access and whose dynamics are influenced by the water cycle of the Pantanal plain. Given this scenario, this article aims to highlight, in the narratives of teachers of multigrade classes, the emergence of possibilities for teaching-learning in Escolas das Águas in the Pantanal of Mato Grosso do Sul. To this proposal, a qualitative research was carried out, with the participation of 21 teachers, who were interviewed in 2019. The results were organized into two analytical sections: the first one presents the organization and functioning of Escolas das Águas; the second focuses on the teachers\u27 narratives about teaching-learning in multigrade classes of Escolas das Águas. It is concluded that teaching narratives may evoke counter-hegemonic teaching-learning experiences, which simultaneously bring announcements of creativity in pedagogical practices in complex contexts. Also highlight complaints about the often precarious material conditions for carrying out the educational process in these locations.As escolas/classes multisseriadas têm sido uma forma de organização educativa em contextos de baixa densidade demográfica. Em Corumbá, Mato Grosso do Sul, Brasil, há um conjunto de unidades de ensino denominado de Escolas das Águas, caracterizadas por estarem em região de difícil acesso e cuja dinâmica é influenciada pelo ciclo das águas da planície do Pantanal. Em face a este cenário, o presente artigo objetiva evidenciar, em narrativas de professores de turmas multisseriadas, a emergência de possibilidades de ensinar-aprender em Escolas das Águas no Pantanal sul-mato-grossense. Para tanto, foi realizada uma pesquisa qualitativa, com a participação de 21 professores, que foram entrevistados no ano de 2019. Os resultados foram organizados em duas seções analíticas: a primeira apresenta a organização e o funcionamento das Escolas das Águas; a segunda focaliza as narrativas docentes sobre o ensinar-aprender em turmas multisseriadas das Escolas das Águas. Conclui-se que as narrativas docentes podem evocar experiências de ensinar-aprender contra-hegemônicas, que trazem, simultaneamente, anúncios de criatividade de práticas pedagógicas em contextos complexos e denúncias quanto às, muitas vezes, precárias condições materiais para a realização do processo educacional nessas localidades
Corpos, currículos e infâncias: Experimentações em devir-criança como possibilidade inventiva em educação
Get PDFThis work stems from concerns raised during an activity conducted in the context of teaching internship, where fourth- and fifth-semester pedagogy students were invited to anonymously share significant experiences in basic education. The reading of the accounts was marked by the recurrence of violences experienced during childhood, which prompted questions about how children\u27s bodies are treated and often silenced within the school environment. In light of these issues, the objective of this theoretical study is to problematize the silencing of bodies in childhood and to think of becoming-child as an ethical-political movement in curricula, aiming to create alternative possibilities for (re)existence in everyday school life. To this end, we engage with the philosophy of difference, studies in/of/with everyday life, and the field of curriculum, seeking to problematize expectations of control and normative discourses about childhood, with the desire to affirm their multiplicities and singular existences within the school space.Este trabalho parte de inquietações trazidas durante uma atividade desenvolvida no contexto do estágio docência, onde estudantes do quarto e quinto período do curso de pedagogia foram convidados a compartilhar, de maneira anônima, experiências marcantes na educação básica. A leitura dos relatos trazidos foi marcada pela recorrência de violências vividas nas infâncias, o que mobilizou questionamentos sobre os modos como os corpos infantis são tratados e, muitas vezes, silenciados no espaço escolar. Diante dessas questões, o objetivo deste trabalho é problematizar os silenciamentos dos corpos nas infâncias e pensar o devir-criança como movimento ético-político nos currículos, para criar possibilidades outras de (re)existências nos cotidianos escolares. Para isso, dialogamos com a filosofia da diferença, os estudos dos/nos/com os cotidianos e o campo do currículo, buscando problematizar as expectativas de controle e os discursos normativos sobre as infâncias, desejando afirmar suas multiplicidades e existências singulares no espaço escolar
Pedagogical practices and social issues: school leaving in youth and adult Education
Get PDFThis research aimed to identify, in academic productions, the factors that contribute to dropout in Youth and Adult Education – EJA. To this end, we conducted a survey in the database of the Digital Library of Theses and Dissertations (BDTD), based on the descriptor “REASONS FOR DROPOUT IN EJA” in the title and abstract. The results evidenced in the 22 researches indicate that the factors that contribute to dropout in EJA are linked to two major categories. The first is related to the social, political and economic issues of the students. The second category is linked to the school environment. We believe that it is necessary to reconfigure EJA, with public policies that consider the specialties and peculiarities of the subjects who seek this type of education. These individuals who had access to education denied and interrupted due to various factors once again face social, economic and cultural challenges in order to continue their studies.El objetivo de esta investigación fue identificar los factores que contribuyen a la deserción en la Educación de Jóvenes y Adultos (EJA) en las producciones académicas. Para ello, realizamos una pesquisa en la base de datos de la Biblioteca Digital de Tesis y Disertaciones (BDTD), utilizando el descriptor «MOTIVOS EVASÃO EJA» en el título y resumen. Los resultados de los 22 estudios muestran que los factores que contribuyen a la deserción escolar en la EJA están vinculados a dos grandes categorías: 1a) cuestiones sociales, políticas y económicas de los alumnos; 2a) vínculos con el ambiente escolar: práctica docente inadecuada, falta de materiales didácticos específicos, desconexión entre el currículo escolar y la realidad de los alumnos. Creemos que es necesario reconfigurar la EJA, con políticas públicas que tengan en cuenta las especialidades y peculiaridades de los sujetos que buscan este tipo de educación. Sujetos que han visto negado e interrumpido su acceso a la educación por diversos factores vuelven a enfrentar desafíos sociales, económicos y culturales para continuar sus estudios.This study aimed to identify, within academic literature, the factors contributing to school leaving in Youth and Adult Education (EJA in Portuguese). To achieve this, a survey was conducted in the Digital Library of Theses and Dissertations (BDTD), using the descriptor “REASONS FOR SCHOOL LEAVING IN EJA” in titles and abstracts. The findings from 22 studies reveal that the factors contributing to school leaving in EJA are linked to two major categories: social issues—such as employment, family dynamics, lack of family support, motherhood, marriage, the need to choose between working and studying (with a tendency to prioritize work), early entry into the labor market, mobility challenges, and the physical and emotional toll of work; and school-related factors—such as inadequate pedagogical practices, absence of specific teaching materials, and a disconnect between the school curriculum and students’ lived realities. It is argued that EJA must be reconfigured through public policies that address the specificities and unique circumstances of the individuals who turn to this educational modality. These individuals, having had their access to education denied or interrupted by various factors, once again face social, economic, and cultural challenges in their efforts to continue their studies
Language and power: identity performances and resistance in contemporary discursive devices
Get PDFThis study aims to analyze the intrinsic relationship between language and identity, exploring how discourse acts both as a tool for identity construction and as a mechanism of social exclusion. Drawing on critical bibliographic research, grounded in the work of theorists such as Foucault, Butler, Rajagopalan, and Anzaldúa, the investigation focuses on how language, in its multiple forms (gestural, digital, oral), shapes belonging, hierarchizes knowledge, and perpetuates inequalities while also creating spaces for resistance. The main findings reveal that language is a symbolic battleground: while hegemonic norms silence marginalized dialects and accents, peripheral movements reframe words, coin neologisms (such as LGBTQIA+ pajubá), and use technologies to revitalize endangered languages. Furthermore, the disciplinary power analyzed by Foucault is present in institutions such as schools and the media, which naturalize exclusion but also serve as stages for insurgencies. The study concludes that identity is performative, shaped by linguistic choices that shift between submission and subversion, and that discourse critique is a political act essential to dismantling oppressive structures.This study aims to analyze the intrinsic relationship between language and identity, exploring how discourse acts both as a tool for identity construction and as a mechanism of social exclusion. Drawing on critical bibliographic research, grounded in the work of theorists such as Foucault, Butler, Rajagopalan, and Anzaldúa, the investigation focuses on how language, in its multiple forms (gestural, digital, oral), shapes belonging, hierarchizes knowledge, and perpetuates inequalities while also creating spaces for resistance. The main findings reveal that language is a symbolic battleground: while hegemonic norms silence marginalized dialects and accents, peripheral movements reframe words, coin neologisms (such as LGBTQIA+ pajubá), and use technologies to revitalize endangered languages. Furthermore, the disciplinary power analyzed by Foucault is present in institutions such as schools and the media, which naturalize exclusion but also serve as stages for insurgencies. The study concludes that identity is performative, shaped by linguistic choices that shift between submission and subversion, and that discourse critique is a political act essential to dismantling oppressive structures
Interactions and play: childhood curriculum as experiences of the \u27unseen\u27
No full textThe article proposes a reflection on the Early Childhood Education curriculum based on the notions of event, deconstruction, and experience, in dialogue with the works of Jacques Derrida and Clarice Lispector. The epigraph from Memoirs of the Blind, by Derrida, and fragments from Água Viva, by Lispector — which reveal a writing marked by “not seeing” — are taken as a metaphor for the unpredictability that constitutes the curricula lived with childhoods. We return to the most recent curriculum policies for Early Childhood Education — the National Curriculum Guidelines for Early Childhood Education (DCNEI, 2009) and the National Common Curricular Base (BNCC, 2018) — where the centrality of interactions and play as structuring axes of pedagogical practice in Early Childhood Education is emphasized, as a possibility to question the way these elements may be captured by a prescriptive logic. In another direction, we argue in favor of a curriculum as an unpredictable event, movements of otherness, and subjectivation processes that escape normativity, associating it with the metaphor of “blind writing,” from Derrida, as a potential way to think of a curriculum built in the encounter with the other and the unexpected — not as error, but as a creative gesture. Likewise, the discontinuous and non-linear flow of Clarice Lispector’s writing is called upon as an image of an inventive curriculum, open to difference and to the multiplicity of childhoods, as an ethical and aesthetic invitation to think of the school as a space of shared experiences, where interactions and play, as well as the curriculum itself, function as acts of invention, resistance, and expression of differences.El artículo propone una reflexión sobre el currículo de la Educación Infantil a partir de las nociones de acontecimiento, desconstrucción y experiencia, en diálogo con las obras de Jacques Derrida y Clarice Lispector. La epígrafe de Memorias de ciego, de Derrida, y fragmentos de Agua Viva, de Lispector —donde se evidencia una escritura marcada por el “no ver”— son tomados como metáfora de la imprevisibilidad que constituye los currículos vividos con las infancias. Retomamos las políticas curriculares más recientes para la educación infantil —las Directrices Curriculares Nacionales para la Educación Infantil (DCNEI, 2009) y la Base Nacional Común Curricular (BNCC, 2018)— donde se evidencia la centralidad de las interacciones y los juegos como ejes estructurantes de la práctica pedagógica en la Educación Infantil, como posibilidad de problematizar la forma en que tales elementos pueden ser capturados por una lógica prescriptiva. En otra dirección, argumentamos a favor de un currículo como acontecimiento imprevisible, movimientos de alteridad y procesos de subjetivación que escapan a la normatividad, asociándolo a la metáfora de la “escritura ciega” de Derrida, como potencia para pensar un currículo que se construye en el encuentro con el otro y con lo inesperado —no como error, sino como gesto creador. Del mismo modo, el flujo discontinuo y no lineal de la escritura de Clarice Lispector es convocado como imagen de un currículo inventivo, abierto a la diferencia y a la multiplicidad de las infancias, como una invitación ética y estética para pensar la escuela como un espacio de experiencias compartidas, donde las interacciones y los juegos, así como el currículo, funcionan como actos de invención, resistencia y expresión de las diferencias.The article proposes a reflection on the Early Childhood Education curriculum based on the notions of event, deconstruction, and experience, in dialogue with the works of Jacques Derrida and Clarice Lispector. The epigraph from Memoirs of the Blind, by Derrida, and fragments from Água Viva, by Lispector — which reveal a writing marked by “not seeing” — are taken as a metaphor for the unpredictability that constitutes the curricula lived with childhoods. We return to the most recent curriculum policies for Early Childhood Education — the National Curriculum Guidelines for Early Childhood Education (DCNEI, 2009) and the National Common Curricular Base (BNCC, 2018) — where the centrality of interactions and play as structuring axes of pedagogical practice in Early Childhood Education is emphasized, as a possibility to question the way these elements may be captured by a prescriptive logic. In another direction, we argue in favor of a curriculum as an unpredictable event, movements of otherness, and subjectivation processes that escape normativity, associating it with the metaphor of “blind writing,” from Derrida, as a potential way to think of a curriculum built in the encounter with the other and the unexpected — not as error, but as a creative gesture. Likewise, the discontinuous and non-linear flow of Clarice Lispector’s writing is called upon as an image of an inventive curriculum, open to difference and to the multiplicity of childhoods, as an ethical and aesthetic invitation to think of the school as a space of shared experiences, where interactions and play, as well as the curriculum itself, function as acts of invention, resistance, and expression of differences
Nationalized Childhood: Tensions of the “National” Discourse in the BNCC and the Curricular Policy of Subject Formation
Get PDFThis article problematizes the effects of the signifier “national” in the Brazilian National Common Curricular Base (BNCC), especially in its relationship with the production of a normative project of childhood and citizenship. Based on the understanding of curriculum as a field of disputes, we articulate Laclau and Mouffe’s discourse theory, Bhabha’s cultural studies, and Derrida’s contributions on language and indeterminacy. The documentary analysis of the BNCC reveals how the discourse of the “national” seeks to construct a homogeneous, stable subject aligned with a democratic and civilizing ideal. However, in its attempt to fix meanings and shape identities, the curricular text exposes its own condition of incompleteness and vulnerability. Childhood, far from being a stable or universal category, emerges as a floating signifier, performed and crossed by local, cultural, and political tensions. We argue that the curriculum, by summoning childhoods for a project of the future, often erases their multiple and present experiences. Therefore, we advocate for a shift: to think of the curriculum as a territory of invention and resistance, where other childhoods can emerge — less constrained, more plural.Este artículo problematiza los efectos del significante “nacional” en la Base Nacional Común Curricular (BNCC) de Brasil, especialmente en su relación con la producción de un proyecto normativo de infancia y ciudadanía. Partiendo de la concepción del currículo como un campo de disputas, articulamos la teoría del discurso de Laclau y Mouffe, los estudios culturales de Bhabha y los aportes de Derrida sobre lenguaje e indeterminación. El análisis documental de la BNCC revela cómo el discurso de lo “nacional” busca construir un sujeto homogéneo, estable y alineado con un ideal democrático y civilizatorio. Sin embargo, al intentar fijar sentidos y moldear identidades, el texto curricular expone su propia condición de incompletud y vulnerabilidad. La infancia, lejos de ser una categoría estable o universal, emerge como un significante flotante, performativa y atravesada por tensiones locales, culturales y políticas. Argumentamos que el currículo, al convocar infancias para un proyecto de futuro, frecuentemente borra sus experiencias presentes y múltiples. Por ello, defendemos un desplazamiento: pensar el currículo como territorio de invención y resistencia, donde puedan emerger otras infancias —menos encuadradas, más plurales.This article problematizes the effects of the signifier “national” in the Brazilian National Common Curricular Base (BNCC), especially in its relationship with the production of a normative project of childhood and citizenship. Based on the understanding of curriculum as a field of disputes, we articulate Laclau and Mouffe’s discourse theory, Bhabha’s cultural studies, and Derrida’s contributions on language and indeterminacy. The documentary analysis of the BNCC reveals how the discourse of the “national” seeks to construct a homogeneous, stable subject aligned with a democratic and civilizing ideal. However, in its attempt to fix meanings and shape identities, the curricular text exposes its own condition of incompleteness and vulnerability. Childhood, far from being a stable or universal category, emerges as a floating signifier, performed and crossed by local, cultural, and political tensions. We argue that the curriculum, by summoning childhoods for a project of the future, often erases their multiple and present experiences. Therefore, we advocate for a shift: to think of the curriculum as a territory of invention and resistance, where other childhoods can emerge — less constrained, more plural
Experiencing, esperiencing: derridean inspirations for other scientific evidence
Get PDFThe present text aims to problematize the discursive movement highlighted in the National Literacy Policy (PNA) regarding the importance of literacy based on scientific evidence. In this process, a series of discourses have been mobilized and articulated around the emphasis on evidence – for instance, a notion of experience that also requires scientific validation, linking it exclusively to scientific procedures proven to be effective. This entire movement is tied to the endorsement of a robust science that is expected to guide educational policies. Thus, in dialogue with Jacques Derrida, this work seeks to contribute to the deconstruction of the notion of evidence, bringing it closer to the concept of experience as différance, in order to provoke reflections on what counts as evidence and to emphasize that the literacy process must be conceived in relation to the other. This relationship unfolds through a constant movement of deferral, in which experiences – including scientific ones – are performed as continuous and unending (re)creations, within processes of signification that move through their own incompleteness. The song “Poema” by Cazuza inspires this reflection on the relations woven with the other, in which familiarity is fleeting and constantly lost. Yet, it is precisely within this loss that the beauty of what cannot be controlled emanates.
Palavras-chave: Experiência. Alfabetização. Evidência científica. Evento.Este texto tem como objetivo problematizar o movimento discursivo destacado na Política Nacional de Alfabetização (PNA) em torno da importância do letramento baseado em evidências. Nesse processo, mobilizam-se uma série de discursos que se articulam com ênfase em evidências, como, por exemplo, uma noção de experiência que também demanda validação científica, relacionando-a exclusivamente a procedimentos científicos comprovadamente eficazes. Todo esse movimento se vincula à sustentação de uma ciência robusta que deve nortear as políticas educacionais. Assim, em diálogo com Jacques Derrida, o artigo busca contribuir para a desconstrução do sentido da experiência, a partir da noção de experiência como différance, a fim de provocar reflexões sobre evidências e destacar que o processo de letramento deve ser concebido em relação ao outro, em um movimento constante de diferimento, em que as experiências — inclusive as científicas — se realizam como (re)criações contínuas e ininterruptas, em processos de significação que navegam em sua própria incompletude. A canção "Poema", de Cazuza, nos inspira a refletir sobre as relações que construímos com os outros, onde a familiaridade é fugaz e constantemente perdida. Mas é justamente nessa perda que emana a beleza daquilo que não pode ser controlado.
Palavras-chave: Experiência. Alfabetização. Evidência científica. Evento.The present text aims to problematize the discursive movement highlighted in the National Literacy Policy (PNA) regarding the importance of literacy based on scientific evidence. In this process, a series of discourses have been mobilized and articulated around the emphasis on evidence – for instance, a notion of experience that also requires scientific validation, linking it exclusively to scientific procedures proven to be effective. This entire movement is tied to the endorsement of a robust science that is expected to guide educational policies. Thus, in dialogue with Jacques Derrida, this work seeks to contribute to the deconstruction of the notion of evidence, bringing it closer to the concept of experience as différance, in order to provoke reflections on what counts as evidence and to emphasize that the literacy process must be conceived in relation to the other. This relationship unfolds through a constant movement of deferral, in which experiences – including scientific ones – are performed as continuous and unending (re)creations, within processes of signification that move through their own incompleteness. The song “Poema” by Cazuza inspires this reflection on the relations woven with the other, in which familiarity is fleeting and constantly lost. Yet, it is precisely within this loss that the beauty of what cannot be controlled emanates.
Palavras-chave: Experiência. Alfabetização. Evidências científicas. Acontecimento
Experimental curricula: forces that engender differential learning in early childhood education
Get PDFThis article discusses the concept of experience/experimentation from the perspective of the education of the sensitive, aiming to problematize the forces by which subjective forms are constituted, differentiated, and produce learning experiences, both singular and plural, considering the vitalist need to accompany minority movements, smaller gestures that give rise to the curriculum as an event. It argues that, in the Early Childhood Education stage, the curriculum occurs through the force of experience. Seeking to define a concept of experience/experimentation from the perspective of difference, it draws on Manning, Lapoujade, Carvalho, and Deleuze to defend a concept of experience linked to minimal existences that, in the folds of time, imply the establishment of inventive learning. It operates by following the desiring and moving lines of a cartography, drawn with the intensities experienced in the educational encounters unfolding in Early Childhood Education, which has driven the research of the authors of this article, affirming the commitment to inventive learning, in a teaching of difference in an experimental curriculum.Este artículo analiza el concepto de experiencia/experimentación desde la perspectiva de la educación de la sensibilidad, con el objetivo de problematizar las fuerzas que constituyen, diferencian y producen experiencias de aprendizaje, tanto singulares como plurales, las formas subjetivas. Considera la necesidad vitalista de acompañar los movimientos minoritarios, gestos menores que dan origen al currículo como evento. Argumenta que, en la etapa de Educación Infantil, el currículo se desarrolla a través de la fuerza de la experiencia. Buscando definir un concepto de experiencia/experimentación desde la perspectiva de la diferencia, se basa en Manning, Lapoujade, Carvalho y Deleuze para defender un concepto de experiencia vinculado a existencias mínimas que, en el transcurso del tiempo, implican el establecimiento de un aprendizaje inventivo. Opera siguiendo las líneas de deseo y movimiento de una cartografía, dibujada con las intensidades experimentadas en los encuentros educativos que se desarrollan en la Educación Infantil, lo que ha impulsado la investigación de los autores de este artículo, afirmando el compromiso con el aprendizaje inventivo, en una enseñanza de la diferencia en un currículo experimental.Cet article aborde le concept d\u27expérience/expérimentation du point de vue de l\u27éducation du sensible, visant à problématiser les forces par lesquelles les formes subjectives se constituent, se différencient et produisent des expériences d\u27apprentissage, singulières et plurielles, en tenant compte du besoin vitaliste d\u27accompagner les mouvements minoritaires, ces petits gestes qui donnent naissance au programme scolaire comme événement. Il soutient que, dans l\u27éducation de la petite enfance, le programme scolaire se réalise par la force de l\u27expérience. Cherchant à définir un concept d\u27expérience/expérimentation du point de vue de la différence, il s\u27appuie sur Manning, Lapoujade, Carvalho et Deleuze pour défendre une conception de l\u27expérience liée à des existences minimales qui, au fil du temps, impliquent la mise en place d\u27un apprentissage inventif. Il opère en suivant les lignes désirantes et mouvantes d\u27une cartographie, dessinée avec les intensités vécues lors des rencontres éducatives en éducation de la petite enfance, qui a guidé la recherche des auteurs de cet article, affirmant l\u27engagement en faveur d\u27un apprentissage inventif, dans un enseignement de la différence au sein d\u27un programme scolaire expérimental.This article discusses the concept of experience/experimentation from the perspective of the education of the sensitive, aiming to problematize the forces by which subjective forms are constituted, differentiated, and produce learning experiences, both singular and plural, considering the vitalist need to accompany minority movements, smaller gestures that give rise to the curriculum as an event. It argues that, in the Early Childhood Education stage, the curriculum occurs through the force of experience. Seeking to define a concept of experience/experimentation from the perspective of difference, it draws on Manning, Lapoujade, Carvalho, and Deleuze to defend a concept of experience linked to minimal existences that, in the folds of time, imply the establishment of inventive learning. It operates by following the desiring and moving lines of a cartography, drawn with the intensities experienced in the educational encounters unfolding in Early Childhood Education, which has driven the research of the authors of this article, affirming the commitment to inventive learning, in a teaching of difference in an experimental curriculum