Open AccessProblematizing identities and differences: notes post-modern, “(pos)critical” and post-structuralist the school and the curriculum
Author(s) -
Galdino Rodrigues de Sousa,
Marcos A. Rossi
Publication year - 2022
Publication title -
revista tempos e espaços em educação
Language(s) - English
Resource type - Journals
eISSN - 2358-1425
pISSN - 1983-6597
DOI - 10.20952/revtee.v15i34.16941
Subject(s) - postmodernism , problematization , curriculum , sociology , hegemony , epistemology , subject (documents) , critical theory , modernity , curriculum studies , critical pedagogy , representation (politics) , power (physics) , meaning (existential) , pedagogy , political science , politics , philosophy , law , physics , quantum mechanics , library science , computer science
This article is based on a correlation of bibliographic sources under a qualitative approach, influenced by postmodern society and poststructuralist discussions of knowledge in their descriptions and analyses. Concepts and effects of identities and differences are discussed, as well as their possible conformations in the postmodern school and in the “(post)critical” and poststructuralist curriculum. It is concluded that in post-modernity, the subject assumes different identities from different influences, and the school is an important place for the problematization and construction of this movement, including inside the power relations towards difference. A "(post)critical" curriculum is defended, which does not oppose critical pedagogies and post-critical pedagogies, nor constrain their possible approaches and potential against hegemonic, fighting against social injustices and fostering (trans)formations and/or pluralization of identities . Furthermore, in this curriculum, in addition to broadly considering postmodern issues, post-structuralist issues are also considered, especially with regard to schools and the curriculum itself as practices of meaning and representation.