Currículo: fluxos culturais e processos de significação
Curriculum: Cultural Flows and Meaning Processes

Summary/Abstract: Cultural flows have been displacing knowledge and cultures over many years/decades/centuries in different and multiple spaces on our planet. We have been thinking and problematizing on how these experiences, increasingly marked by space-time compression, have impacted curriculum policies for education and the subject formation, provoking tensions and producing issues that deserve the attention of researchers and educators. Within this complex framework, in the middle of global-local relations, international organizations, such as the United Nations Educational, Scientific and Cultural Organization (UNESCO), intend to set goals that seek a supposed common culture. Faced with the pluralities that point to the necessity to recognize difference in the curricula of contemporary schools, we are facing new challenges in the educational field. We intend to present in this paper the advantages presented by the discursive approaches – supported by Lopes’s and Macedo’s (2011), and Laclau’s and Mouffe’s (2015) post-structural perspective – in the process of understanding the increasingly complex challenges entailed by the fact that curriculum needs to be perceived as a field marked by disputes for different meanings.

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