By W. Pinar
This assortment, constructed from chapters serious about the highbrow histories and current situations of curriculum stories in Brazil, is Pinar's precis of exchanges (occurring over a two-year interval) among the authors and participants of a world Panel (scholars operating in Finland, South Africa, the United States).
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Additional info for Curriculum Studies in Brazil: Intellectual Histories, Present Circumstances
In Perpetual Motion: Theories of Power, Educational History, and the Child. New York: Peter Lang. Baker, Bernadette. M. 2009. ” In New Curriculum History, ed. Bernadette Baker. Rotterdam, Boston, and Taipei: Sense Publishers. Boyarin, Daniel. 1997. Unheroic Conduct: The Rise of Heterosexuality and the Invention of the Jewish Man. Berkeley: University of California Press. Egan, Kieran. 2002. Getting It Wrong from the Beginning: Our Progressivist Inheritance from Herbert Spencer, John Dewey, and Jean Piaget.
Efforts to understand the relations between cultures and languages are collapsed into “discourse” as a metanarrative of cultural curriculum studies. Such centrality of identities and the subjectvist substance represent a tendency, Amorim argues, similar to structuralism. indd 35 12/20/2010 5:48:52 PM 36 ASHWANI KUMAR Curriculum as Hybrid and Multicultural Text [O]nly a conservative identity, closed on itself, could experience hybridization as a loss. Ernesto Laclau (cited in chapter 6) In recent times hybridism has characterized a major theoretical tendency in Brazilian curricular thinking.
Indd 33 12/20/2010 5:48:51 PM 34 ASHWANI KUMAR Research conducted according to postmodern perspectives occurred mainly in the University of Rio Grande do Sul, influenced by Tomaz Tadeu da Silva, Alfredo Veiga-Neto, Rosa Maria Fischer, Guacira Lopes Louro, Sandra Corazza, and Marisa Vorraber. According to the survey conducted by Paraíso on the postmodern research literature, the studies emanating from the University of Rio Grande do Sul have primarily focused upon (1) relations of power and subjected identities (inspired by cultural, feminist, postcolonial, ethnic, and queer studies); (2) subjectivation, challenging the assumptions about the “subject” based on critical and traditional theories; and (3) the problematization of the “educational truths,” of curriculum knowledge considered as “legitimate,” evidencing the constructed and contested nature of knowledge production in education.