as duas faces da moeda: heterotopias e emplazamientos curriculares the two faces of the coin: heterotopies and curricular emplazamientos

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ID: 196407
2007
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Abstract
A partir dos conceitos foucaultianos de heterotopia e episteme, e do conceito de emplazamiento, proposto por Jorge Larrosa, este artigo discute algumas questões acerca das relações entre o espaço e o currículo. O currículo é aqui compreendido como um artefato que contribuiu para um tipo muito particular de representação do espaço, na episteme clássica. O currículo funcionou para que a espacialidade medieval sensorial, finita e fechada fosse substituída por uma nova espacialidade abstrata, infinita e aberta. Mais tarde, na Modernidade, tal espacialidade extensional deu lugar a uma espacialidade posicional e reticular, a favor da qual o currículo continuou trabalhando. Agora, na Pós-Modernidade, o espaço está assumindo novas configurações. Para descrever uma dessas novas configurações, é muito útil o conceito foucaultiano de heterotopia. As heterotopias são lugares reais, mas elas parecem estar em oposição em relação aos lugares comuns em que vivemos. Desse modo, as heterotopias confundem a linguagem e perturbam nosso entendimento, mas, ao mesmo tempo, abrem a possibilidade de novos pensamentos, novas representações e novos insights acerca do mundo que nos rodeia. Este artigo sugere que é possível conceber o emplazamiento de Larrosa como uma heterotopia. Nesse caso, dá-se a própria profanação da Pedagogia, de modo que novas possibilidades abrem-se para as nossas teorizações e práticas educacionais.
From the foucaultian concepts of heterotopy and episteme, and from the concept of emplazamiento developed by Jorge Larrosa, this paper discusses some questions about the relations between the space and the curriculum. Here, the curriculum is assumed as an school artifact implicated with a very particular kind of representation of the space, in the classic episteme. It is argued that the curriculum contributed to the substitution of the medieval spaciality sensorial, finite and closed for a new one abstract, infinite and open. Later, in Modernity, such extensional spaciality was replaced by a positional and reticular or gridded spaciality, for which the curriculum still proceeded. And now, in Postmodernity, the space is assuming new configurations. To describe one of these configurations, is very useful the foucaultian concept of heterotopy. The heterotopies are real places; but they seem to be in opposition with relation to the common places where we live. So, the heterotopies confuse the language and disturb our understanding; but, at the same time, they open the possibility of new thoughts, new representations and new insights about our world. This paper suggests that it is possible conceive the larrosian emplazamiento as an heterotopy. In this case, it happens a very profanation of the Pedagogy, so that new possibilities are open to our educational theories and practices.
Reference Key
veiga-neto2007educaoas Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Alfredo Veiga-Neto
Journal antioxidants
Year 2007
DOI
10.1590/S0102-46982007000100013
URL
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-46982007000100013
Keywords
curriculum modernity currículo

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