文章基本信息

标题：Currículo, conhecimento e interpretação
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作者：Alice Casimiro Lopes ; Veronica Borges
期刊名称：Currículo sem Fronteiras
印刷版ISSN：1645-1384
出版年度：2017
卷号：17
期号：3
页码：555-573
出版社：Currículo sem Fronteiras
摘要：In this article, we highlight the relations between knowledge and interpretation in a discursiveapproach. We start from the affirmation that the defense of a centrality of knowledge in thecurriculum tries to block the interpretation and the multiple readings of the curricular texts,antagonizing with discursive approaches. For criticism of this position, we connect interpretationand reading with translation-deconstruction in Derrida and with criticism of the universalfoundations in Laclau. We thus reaffirm a position contrary to a normative notion of curriculumtheory (or any theory), which is intended to define the grounds that support the correct reading to becarried out in curriculum policy. Finally, we advocate a radical investment in interpretive processesin the curriculum.
关键词：curriculum policy; discourse; normativity; text; translation.