THE PRODUCTION OF IDENTITIES AND DIFFERENCES THROUGH THE CURRICULUM ARRANGEMENTS OF THE PEDAGOGY PROGRAM: INITIAL TEACHER EDUCATION FROM THE PERSPECTIVE OF POST-STRUCTURALIST CULTURAL STUDIES

Abstract

This is a bibliographic and documentary study grounded in and analyzed through the theoretical framework of Post-Structuralist Cultural Studies, which assumes an indivisibility between the politics of analysis and the politics of intellectual work. The study aimed to identify and analyze, based on curricular documents and legal frameworks (the Course Pedagogical Project [PPC], 2018; Resolution No. 2 of 2015; and Resolution No. 2 of 2019), how the identities and differences of students in the Pedagogy Program at UNIR – Ji-Paraná Campus, Rondônia, are produced and negotiated. The study shows that, by proposing to work from the perspective of an inclusive educational process and the recognition of diversity, the Program creates opportunities for students to understand difference, as manifested in the movements of contemporary society, as something that classifies, segregates, and excludes. However, by adapting its curriculum to the required format in accordance with the guidelines established by Resolution No. 2 of 2019, the Program will legitimize and consolidate a standardized curriculum which, as a cultural artifact, will produce the control of school subjects, relying for this purpose on external assessments and teaching practices.