POLITICAL-CURRICULAR ARTICULATIONS AROUND CURRICULARIZATION/EXTENSION CREDITATION IN A SPACE-TIME OF TEACHER TRAINING

Abstract

This article focuses on processes of political-curricular resignification, through analysis of constitutive and constituted dynamics in/of the context of curricular (re)formulation and updating in a space-time of the Pedagogy course of a public Higher Education Institution located in the northern region of the state of Rio de Janeiro. Emphasis is placed on the political-curricular articulations and negotiations involved/operated around the attempt to promote an “update” in favor of the “curricularization/accreditation” of extension activities, mobilized by the need to meet the requirement presented by CNE/CES Opinion Nº. 608 of 2018 (Brazil, 2018a) and defined by CNE/CES Resolution Nº. 7 of 2018 (Brazil, 2018b). For this purpose, in addition to the Pedagogical Project of the Course, the minutes of the collegiate and 9 (nine) semi-structured interviews carried out with teacher trainers involved with the plots of political-curricular weaving are considered as empirical materials. In conjunction with discursive perspectives from the theoretical field of curriculum, such as those of Lopes and Macedo (2011), Dias (2016) and Lopes (2018) who appropriate Laclaunian discourse theory, I argue that curricular policies undergo complex processes of resignification in/through the space-time of the analyzed course, as translation processes, which generate meanings, as practices of subjectivation. I also argue that the pedagogical proposal of the course constitutes a moment in which heterogeneous demands are articulated that bring together political and curricular meanings, resulting in a provisional and conflicting consensus around what constitutes “curricularization/creditation” of extension in the training of the Pedagogue and curriculum.