Banca de DEFESA: LUIZA CRISTINA SILVA SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : LUIZA CRISTINA SILVA SILVA
DATE: 10/06/2022
TIME: 10:00
LOCAL: Remoto, via RNP
TITLE:

INSURGENCE CARTOGRAPHY:POSSIBILITIES IN THE BRAZILIAN CURRICULAR FIELD

KEY WORDS:

Keywords: curriculum; insurgency; knowledge; truth regime; abaete

PAGES: 107
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Currículo
SPECIALTY: Currículos Específicos para Níveis e Tipos de Educação
SUMMARY:

This thesis brings together three theoretical articles with the purpose of arguing about the question: which
possibilities of insurgencies can emerge from a cartographic attitude towards the
Brazilian curriculum? The three articles gathered in this multipaper format thesis are constitutive
of the objective of the research that investigates possibilities of insurgencies that emerge from an attitude
cartographic analysis in the Brazilian curriculum field. The studies were developed with the
guiding thread the concept of insurgency from the theoretical contribution of Michel Foucault and the concept
of curriculum from a post-critical educational perspective. The methodology was cartography
philosophy inspired by Gilles Deleuze. The first study presents the insurgent possibilities
from research in the scientific field of curriculum studies constituting an article of
bibliographic survey based on the concepts of territory, space and curriculum. the argument
of the first article states that the power of the concepts of space and territory in the curricular field
education lies in the possibility of multiple uses, creations and readjustment of these
concepts in different theoretical perspectives. In the second article, curricular insurgencies are
analyzed in the school space from the emergence of spellings in the school, thus, the spellings are
analyzed in terms of their spatial productivity and based on social markers. the argument
The central point of the second article is the claim that the insurgent curriculum produces spellings about
sexualities and gender that transgress spatial limits and, thus, produce spatialities from
of discursive tensions and makes insurgent subject positions available. In the third article,
curricular productivities come from a non-school territory, they come from the
territory of Abaeté, in Salvador, Bahia. In this last article, the knowledge of the Afro-Brazilian matrix
and indigenous are constitutive of the insurgencies of a disputed territory, and the argument
developed is that the curriculum brings out in Abaeté - BA knowledge of an Afro-Brazilian matrix and
indigenous producing insurgencies in a disputed territory. Thus, the thesis defended here
points out that insurgencies in the Brazilian curriculum field are constitutive of productivity in
school, scientific and non-school territories producing ruptures in the regime of truth
hegemonic and raising unauthorized knowledge about gender, sexuality and relationships
ethnic-racial.

BANKING MEMBERS:
Presidente - 630.606.043-04 - MARLECIO MAKNAMARA DA SILVA CUNHA - UFAL
Interna - 1148606 - ROSILEIA OLIVEIRA DE ALMEIDA
Externo à Instituição - JAVIER GIOVANNY MOLANO
Externa à Instituição - LÍVIA DE REZENDE CARDOSO - UFS
Externo à Instituição - MARIA CAROLINA CALDEIRA - UFMG