Recontextualização de discursos curriculares: um olhar a partir da epistemologia Fleckiana

Abstract

In order to identify hues of thought about the recontextualizing curricular discourses process, we conducted a qualitative approach research, under an epistemological bias, from the Ludwik Fleck´s epistemology (2010). Using academic researches as target, which use the Recontextualizing category by Hybridism proposed by Alice Casimiro Lopes. We look for aspects that can contribute for understandings qualification about the Brazilian curricular public policies construction/implementation process. Through content analysis in a master’s dissertation and two doctoral theses, it appears that there are changes in the discourses about the Recontextualizing by Hybridism category, that characterize hues of thought. The identified hues do not change significantly the meaning proposed by the author. However, the discussion raised throughout the research contributes to the epistemological debate, strengthening the perspective use in studies dealing with curriculum in Brazil.