Between incorporated and reified stories: a comparative study of local curriculum texts/documents (2018 and 2019)

DOI: https://doi.org/10.24109/2176-6681.rbep.104.5670
Keywords: current curriculum; comparative studies; local curriculum texts/documents; incorporated and reified stories

Abstract

In this study, we apprehend and compare the existence of incorporated/individual or reified/collective stories (Silva, 2021) in local curriculum texts/documents from the Brazilian Midwest, specifically those stemming from the statewide education networks of Mato Grosso do Sul (2019) and Mato Grosso (2018a, 2018b) in the early years of elementary school. These publications occurred after the approval of the Common National Curriculum Base and indicate, in the prescriptions outlined in the diversified part, meanings in the context of text production. For the analyses we oriented ourselves (praxiologically) not only towards the system of objective curriculum relations, but also towards the dialectical relationships and the structured dispositions regarding the regionalized/municipalized relationships between education, school, culture, and society. Thus, it is assumed that, in the relational condition, curricula approach normative schemes, for which agents do not obey rules (permanence of reified stories) without elaborating their strategies (illusio of incorporated stories).

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Author Biographies

Fabiany de Cássia Tavares Silva, Universidade Federal do Mato Grosso do Sul (UFMS). Campo Grande, Mato Grosso do Sul, Brasil

Doutora em Educação pela Pontifícia Universidade Católica de São Paulo (PUC-SP). São Paulo, São Paulo, Brasil.

Christiane Caetano Martins Fernandes, Universidade Federal do Mato Grosso do Sul (UFMS). Campo Grande, Mato Grosso do Sul, Brasil

Doutora em Educação pela Universidade Federal do Mato Grosso do Sul (UFMS). Campo Grande, Mato Grosso do Sul, Brasil.

Published
18-12-2023
How to Cite
TAVARES SILVA, F. DE C.; MARTINS FERNANDES, C. C. Between incorporated and reified stories: a comparative study of local curriculum texts/documents (2018 and 2019). Brazilian Journal of Pedagogical Studies , v. 104, p. e5670, 18 Dec. 2023.
Issue
Vol 104 (2023)
Section
Estudos

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