Teoría Curricular Itinerante. Una declaración epistemológica de independencia
Resumen
En el transcurso del siglo xx y en el contexto de cuestiones sociales, locales y globales más amplias y complejas, el plan de estudios se convirtió en un campo de batalla político e ideológico abierto, en el que los grupos dominantes y contradominantes reavivan la animosidad con los bandos asumiendo básicamente un ‘no asumir el compromiso de los prisioneros’. El propósito de la teoría curricular [curricularista] es viajar, ir más allá de los límites, moverse y permanecer en una especie de exilio permanente. Una teoría de no lugares y no tiempos es, en esencia, una teoría de todos los lugares y todos los tiempos. El teórico del plan de estudios es un migrante constante, un nómada permanente de su propia conciencia multifacética que experimenta una serie de eventos [epistemológicos]. Además, las teorías curiculares itinerantes (TCI) lo empujan a uno a pensar a la luz del futuro, así como a preguntarse cómo ‘realmente’ podemos afirmar que realmente sabemos las cosas que ‘nosotros’ afirmamos saber si ‘nosotros’ no estamos preparados específicamente para pensar lo impensable, sino ir más allá de lo impensable y luchar con su infinitud.
Descargas
Citas
Agamben, G. (1999). “Absolute Immanence,” in J. Khalfa (ed.) An Introduction to the Philosophy of Gillen Deleuze. London: Continuum, pp. 151-69.
Agamben, G. (2005). The state of exception. Chicago: Chicago University Press.
Ahmad, J. (1984). Occidentosis. A Plague from the West. Iran: Mizten Press.
Ahmad, A. (2008). In Theory. Classes, Nations, Literatures. London: Verso.
Amin, S. (1990). Delinking: Towards a Polycentric World. London: Zedbooks.
Anzaldua, G. (2007). Borderlands. La Frontera. The New Mestiza. S. Francisco: Aunt Lute Books.
Apple, M. (1979). Ideology and Curriculum. New York: Routledge.
Auge, M. (1994) (2003). Não-Lugares: introdução a uma antropologia da supermodernidade. Campinas: Papirus Editora.
Bauman, Z. (1998). Globalization. The Human Consequences. London: Blackwell Publishers.
Berardi, ‘F. (2012). The Uprising. On Poetry and Finance. Los Angeles: Semiotext(e).
Byung-Chul, Han (2018). A Expulsao do Outro. Lisboa: Relogio D’Agua.
Couto, M. (2008). Terra Sonambula. Lisboa: Leya.
Darder, A. (1991). Culture and the power in the classroom. Boulder, CO: Paradigm.
Darder, A. (2018). “Ruthlessness and the Forging of Liberatory Epistemologies: An Arduous Journey,” in J. Paraskeva. Curriculum Epistemicides. New York: Routledge.
Deleuze, G. (1995). The Logic of Sense. New York: Columbia University Press.
Deleuze, G. & Guattari, F. (1995) (1987). A Thousand Plateaus. Capitalism and Schizophrenia. Minneapolis: University of Minnesota Press.
Deleuze, G. (1990). Pourparlers. Paris: Les Editions de Minuit.Deleuze, G. & Guattari, F. (1987). A Thousand Plateaus. Capitalism and Schizophrenia. Minneapolis: University of Minnesota Press.
Eco, U. (1984). Proscript to the Name of the Rose. New York: Harcourt, Brace and Jovanovich.
Fraser, N. (1997). Justice Interrupts. Critical Reflections on the ‘Postcolonialist’ Condition. New York: Routledge.
Gil, J. (2018). Caos e Ritmo. Lisboa: Relógio D’Água.
Gil, J. (1998). Metamorphoses of the Body. Minnesota: University of Minnesota Press.
Gil, J. (2009). Em Busca da Idenitidade. O Desnorte. Lisboa: Relógio D’Água.
Gil, J. (2010). O Devir-Eu de Fernando Pessoa. Lisboa: Relógio D’Água.
Gough, N. (2000). “Locating Curriculum Studies in the Global Village,” Journal of Curriculum Studies, 32 (2), pp. 329-42.
Hardt, M. & Negri, T. (2000). Empire. Cambridge: Harvard University Press.
Harvey, D. (1998). “What’s Green and Makes the Environment go Round?,” in F. Jameson and M. Miyoshi (eds.) The Cultures of Globalization. Post-Contemporary Interventions. Duke University Press, pp. 327-355.
Huebner, D. (1959). From Classroom Action to Educational Outcomes. An Exploration in Educational Theory. Madison: University of Wisconsin- Madison.
Huebner, D. (1966). “Curricular Language and Classroom Meanings,” in J. Macdonald & R, Leeper. (eds.). Language and Meaning. Washington: ASCD.
Huebner, D. (2002). Tape # 1, recorded at 3718 Seminary Rd, Alexandria, VA 22304. Washington. USA.
Jin, H. (2008). The Writer as Migrant. Chicago: The University of Chicago Press.
Jupp, J. (2017). “Decolonizing and De-Canonizing Curriculum Studies.” Journal for the American Association for the Advancement of Curriculum Studies. 12, (1), pp. 1-22, pp. 1-25.
Kellner, D. (1989). Critical Theory, Marxism and Modernity. Baltimore: The John Hopkins University Press.
Khalfa, J. (1999). “Introduction,” in J. Khalfa (ed.) An Introduction to the Philosophy of Gillen Deleuze. London: Continuum, pp. 1-6.
Kliebard, H. (1968). “The Curriculum Field in Retrospect,” in P. Witt (ed.). Technology and Curriculum. New York: Teachers College Press, pp., 69-84.
Krug, E. (1969). The Shaping of the American High School, 1880-1920. Madison: The University of Wisconsin Press.
Mallon, F. (1994). The Promise and Dilemma of Subaltern Studies: Perspectives from Latin American History. American Historical Review, 99, pp. 1491-515.
Macdonald, J. (1966a). “Language, Meaning and Motivation: An Introduction,” in J. Macdonald & R. Leeper (eds.). Language and Meaning. Washington: ASCD, pp. 1-7.
Macdonald, J. (1966b). “The Person in the Curriculum,” in H. Robinson (ed.) Precedents and Promise in the Curriculum Field. New York: Teachers College, Columbia University, pp. 38-52.
Merlau-Ponty, M. (1973). The Prose of the World. Evanston: Northwestern University Press.
Mignolo, W. (2018). “The Invention of the Human and the Three Pillars of the Coloniality Matrix of Power.” In Catherine Walsh and Walter Mignolo. On Decoloniality. Concepts, Analytics,Praxis. Durham: Duke University Press, pp. 153-176.
Moreira, M. A. (2017). “And the Linguistic Minorities Suffer What They Must?’: A Review of Conflicts In Curriculum Theory Through the Lenses of Language Teacher Education?” Journal for the American Association for the Advancement of Curriculum Studies. 12, (1), pp. 1-17.
O’Brien, M. & Penna, S. (1999). Theorizing Welfare. London: Sage.
Oliveira, Ines B. (2017). “Itinerant Curriculum Theory Against the Epistemcide. A Dialogue Between the Thinking of Santos and Paraskeva.” Journal for the American Association for the Advancement of Curriculum Studies. 12, (1), pp. 1-22.
Paraskeva, J. (2011). Conflicts in Curriculum Theory. Challenging Hegemonic Epistemologies. New York: Palgrave.
Paraskeva, J. (2017). The Epistemicide. New York: Routledge.
Paraskeva, J. (2018). Towards a Just Curriculum Theory. The Epistemicide. New York: Routledge.
Paraskeva, J. (2019). “¿Qué sucede con la teoría crítica (currículum)? La necesidad de sobrellevar la rabia neoliberal sin evitarla”. Rosa V. Recio (comp.) Reconocimiento y Bien Comun en Educacion. Madrid: Morata, 191-230.
Paraskeva, J. & Sussekind, M.L. (2018). “Contra a Cegueira Epistemológica nos Rumos da Teoria Curricular Itinerante.” Educação e Cultura Contemporânea, v. 15, pp. 54-85.
Pessoa, F. (2010). Textos Filosóficos, volume ii. Lisboa: Nova Ática.
Pessoa, F. (2014). Livro do Desassossego. Lisboa: Assirio & Alvim.
Pinar, W. (2000). “Introduction: Toward the internationalization of curriculum studies,” in D. Trueit, W. Doll Jr., H. Wang, and W. Pinar (eds.) The internationalization of curriculum studies. New York: Peter Lang, pp. 1-13.
Pinar, W. (2004). What is Curriculum Theory? Mawah: Lawrence Erlbaum Associates Publishers.
Pinar, W. (2013). Curriculum studies in the United States: Present circumstances, intellectual histories. New York, NY: Palgrave Macmillan.
Pokwewitz, Th. (1978). “Educational Research: Values and Visions of a Social Order.” Theory and Research in Social Education, vol. 4, (4), p. 28.
Popkewitz, Th. (2007) (2007). Cosmopolitanism and the Age of School Reform. Science, Education, and Making Society, by Making the Child. New York: Taylor and Francis.
Quantz, R. (2011). Rituals and Students Identity in Education: Ritual Critique for a New Pedagogy. New York: Palgrave.
Reynolds, W. & Webber, J. (2016). “Introduction: Curriculum Dis/positions,” in William Reynold and Julie Webber (eds.) Expanding Curriculum Theory. Dis/positions and Lines of Flight. New York: Routledge, pp. 1-11.
Said. E. (2005). “Reconsiderando a Teoria Itinerante,” in Manuela Sanches (org.) Deslocalizar a Europa. Antroplogia, Arte, Literatura e História na Pós-Colonialidade. Lisboa: Cotovia, pp. 25-42.
Santos, B. (1995). Towards a New Common Sense. Law, Science and Politics in the Paradigmatic Transition. New York: Routledge.
Santos, B. (1999). “Porque é tão difícil construir uma teoria crítica?” Revista Crítica de Ciencias Sociais, n.o 54, Junho, pp. 197-215.
Santos, B. (2007a). Another Knowledge is Possible. London: Verso. Sousa Santos, B. (2007b). “Beyond Abyssal Thinking. From Global Lines to Ecologies of Knowledges.” Review, xxx (1), pp. 45-89.
Santos, B. (2008). “A universidade no seculo xxi. Para uma reforma democratica e emancipatoria da universidade,” In B. Sousa Santos & N. de Almeida Filho (eds.), A universidade no seculo xxi. Para uma universidade nova (pp. 13-106). Coimbra: Centro de Estudos Sociais.
Santos, B. (2015). If God Were a Human Rights Activist: Human Rights and the Challenge of Political Theologies. Is Humanity Enough? Stanford; Stanford University Press.
Santos, B. (2014). Epistemologies of the South: justice against epistemicide. Boulder: Paradigm.
Santos, B. (2018). The End of the Cognitive Empire. Durham: Duke University Press.
Schubert, W. (1986). Curriculum. Perspective, Paradigm and Possibility. New York: MacMillan Publishing Company.
Schubert, W. (2017). “Growing Curriculum Studies: Contributions of João M. Paraskeva.” Journal for the American Association for the Advancement of Curriculum Studies. 12, (1), pp. 1-22, pp. 1-21. Süssekind, M.a
L. (2017). “Against Epistemological Fascism. A Reading of Paraskeva’s Itinerant Curriulum Theory.” Journal for the American Association for the Advancement of Curriculum Studies. 12, (1), pp. 1-18.
Tse, C. (2017). Chuang Tse. Lisboa; Relogio D’Agua.
Tyack, D. (1974). The One Best System. A History of American Urban Education. Cambridge: Harvard University Press.
Walsh, C. & Mignolo, W. (2018). “Introduction,” in Catherine Walsh and Walter Mignolo, On Decoloniality. Concepts, Analytics, Praxis, Durham: Duke University Press, pp. 1-12.
Walsh, C. (2012). ‘Other’ Knowledges, ‘Other’ Critiques Reflections on the Politics and Practices of Philosophy and Decoloniality in the Other America. Transmo- dernity. Journal of Peripheral Cultural Production of the Luso-Hispanic World, 1 (3), pp. 11-27.
Williams, R. (2013). Long Revolution. London: Verso.
Zhao, W. (2019). China’s Education, Curriculum Knowledge and Cultural Inscriptions. Dancing with the Wind. New York: Routledge.
Žižek, S. (2006). Bem-Vindo ao Deserto do Real. Lisboa: Relogio D’Agua.
