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Curriculum as Enunciation

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Curriculum Studies in Brazil

Part of the book series: International and Development Education ((INTDE))

Abstract

The task of producing an autobiographical vision of a field of studies might lead one to compose a chronology involving a supposition of progress, whether linear or not, and an urge to narrate one’s own history and that of the field. In this text, however, I intend to introduce another movement, starting with theoretical questions that I am asking myself today and thereby initiating a dialogue between these and the curriculum field inside which they were being asked. I do not feel that this movement will produce a vision of the field itself that differs entirely from what would be possible in a chronological approach—as this also would carry the mark of my present worries—although I consider that it is capable of better explaining the non-exhaustive nature of any attempt to give meaning to a field of knowledge that is formed through supposedly rational political decisions, albeit also through projections of our many fantasies.

The Tagus is more beautiful than the river that flows through my village But the Tagus is not more beautiful than the river that flows through my village Because the Tagus is not the river that flows through my village

(Pessoa 1998, 50)

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Authors
  1. Elizabeth Macedo
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William F. Pinar

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© 2011 William F. Pinar

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Macedo, E. (2011). Curriculum as Enunciation. In: Pinar, W.F. (eds) Curriculum Studies in Brazil. International and Development Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230118065_8

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