Curriculum Policies and Discourse Theory: a case study
DOI:
https://doi.org/10.5212/PraxEduc.v.12i1.0009Abstract
This paper presents a case study which discusses the new meanings produced in the Federal Institute Sul-rio-grandense (IFSul) curriculum policies. The use of Policy Cycle, as proposed by Ball, and the Discourse Theory (DT) by Laclau, strengthened the analysis of meanings in a non-hierarchical way between the different contexts involved in the construction of such policies. In the process of analysing the MEC and IFSul official documents and interviews with managers and teachers from the institution, we decided to identify, assisted by the tool WordSmitht, meanings and displacements around the signifiers: teaching, research, extension and articulation. In this study, by exemplifying the DT concepts potential, the analysis of the signifier ‘extension’ was carried out, which resulted in the perception that there is some difficulty to the fixation of meaning to this education dimension and that the managers’ expectations, understood by the teachers, is that the latter are able to accomplish their tasks and achieve their objectives.
Keywords: Discourse Theory. Curriculum Policy. Professional and Technological Education.
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