%0 Journal Article
%T Curr¨ªculo e a  o educativa emancipat¨®ria: implica  es pol¨ªticas e epistemol¨®gicas = Curriculum and emancipating educative action: political and epistemological implications
%A Mesquita
%A Rui Gomes de Mattos de
%J Educa£¿£¿o
%D 2011
%I Editora da Pontif¨ªcia Universidade Cat¨®lica do Rio Grande do Sul - EDIPUCRS
%X O objetivo deste ensaio ¨¦ refletir acerca das condi  es de possibilidade para a emerg¨ºncia e efetividade de a  es educativas contra-hegem nicas no ambito dos sistemas p¨²blicos de ensino em democracias representativas ocidentais. Partindo das intui  es epistemol¨®gicas anti-individualistas de Durkheim, que se contrap em ¨¤ dicotomia moderna Estado¨Cmercado e desqualifica o potencial estruturante, seja da esfera estatal ou privada, defendemos, em di¨¢logo com Apple, que o ambiente escolar, para se credenciar como ¡°fonte de vida sui generis¡± (Durkheim), tem de desnaturalizar as rela  es funcionais que os sistemas p¨²blicos de ensino ensejam com aquelas esferas. Tal percep  o repercute na quest o curricular, uma vez que, requerendo o estabelecimento de elos relacionais alternativos, abre os flancos do ambiente escolar para a presen a de interesses e saberes populares coletivos (desinvestindo no indiv¨ªduo como unidade de recep  o da a  o educativa). Dialogando, em tens o com o projeto racionalista, com Ernesto Laclau e Rui Can¨¢rio, defendemos que o curr¨ªculo n o deve ter objetivos pr¨¦-fixados, mas, ao contr¨¢rio, ter objetivos contingentes, advindos das vicissitudes do fazer educativo. This essay aims to look into the conditions of possibility to the emergence and feasibility of counter-hegemonic educative actions, within public sector, in occidental representative democracies. Since Durkheim¡¯s anti-individual epistemological intuitions, which oppose itself to the modern dichotomy State-Market and disqualify the structuring potential of state sphere as well as the private one, we stand for, in a dialogue with Michael Apple, that the school environment, to be seen as a ¡°sui-generis life source¡± (Durkheim), must denaturalize the functional relations of the public sector has with the mentioned spheres. Such a perception has effects on the curricular matter since, requesting the establishment of alternative relational chains, opens the school environment to collective popular interests and knowledge (not having in the individual the receptive unity of educational action). Dialoguing, in opposition to the rationalist project, with Ernesto Laclau e Rui Can¨¢rio, we defend that the curriculum must not have pre-fixed aims, but, on the contrary, contingent ones, which come from the vicissitudes of educative action.
%K EDUCA  O
%K CURR¨ªCULO ESCOLAR
%K PROJETOS EDUCACIONAIS
%K SOCIOLOGIA EDUCACIONAL
%U http://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/viewFile/7403/6785