A Produção De Identidades No Currículo De Referência De Mato Grosso Do Sul

Palavras-chave

currículo; Ensino médio; produção de diferenças

Autores

• Rejane Trindade Rodrigues

Abstract

The Currículo de Referência de Mato Grosso do Sul (CRMS) for Upper Secondary Education constitutes the documentary source of this investigation, understood as a discursive practice that organizes meanings, establishes subject positions, and regulates modes of belonging. The analysis is grounded in the post-foundational perspective of curriculum (Lopes and Macedo), articulated with Laclau and Mouffe’s discourse theory and Foucault’s contributions on power and subject production. The curriculum is conceived as a regulatory device, traversed by disputes and tensions that materialize in identification processes. This documentary research focuses on the signifier “identity” and the chains of equivalence that link it to terms such as diversity and citizenship. Partial results indicate that the logic of diversity mobilized by the CRMS operates as a technology of government by recognizing differences while simultaneously managing them, guiding subjects to align with hegemonized meanings within curriculum policies.