Resumo

MONTEIRO, Alexandrina. Rhizomatic Curriculum as (com)positions of Resistance. Prax. Saber [online]. 2024, vol.15, n.42, e16780.  Epub 08-Abr-2025. ISSN 2216-0159.  https://doi.org/10.19053/uptc.22160159.v15.n42.2024.16780.

This paper discusses curricula in/of the school environment based on a critique of the Official National Curricular Base (BNCC) document, which currently serves as a reference for the curricula of all Brazilian schools. The curriculum proposed in the document is organized based on the appropriation of different, sometimes contradictory, pedagogical proposals. Despite this, the document proposes a hegemonic model that relies on discourses on interdisciplinary, regardless of its theoretical affiliation. The hypothesis presented here is that the defence and use of discourses in favour of interdisciplinary teaching functions only as part of the gears of a capture machine that frames these pedagogical discourses to the principles of recognitivist and fragmentary learning, necessary to sustain a neoliberal social project. It is therefore a matter of guaranteeing the formation of subjects that meet the demands of this society. Hence the insistence on resistance. We will thus advocate for a rhizomatic curriculum as a potentializer of resistance to the canonical model presented. This defence is supported by the works of Silvio Gallo, and the concepts of rhizome and minority presented by Deleuze and Guattari.

Palavras-chave : curriculum; philosophies of difference; mathematics education.

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