Différance and contingency in the high school curricular policy in Mato Grosso: the failed positivity of the Life Project in the training for self-knowledge

Abstract

In consideration of the proposal presented in this dossier, we bring together the notions of différance and contingency, as thought respectively by Jacques Derrida and Ernesto Laclau, with the aim of de-sedimenting Life Project meanings that are considered inexorable with regard to forming the young person in the curriculum policy for high school in Mato Grosso. Introductory, we contextualize the research that informs the discussion. In the second section we anchor the post-structural theoretical approach to différance and post-foundational to contingency. The policy is problematized in the third section with the reading of the Teacher's Manual and Live Good Practices, guidelines aimed at working with the Life Project in High Schools in Mato Grosso. We highlight différance and contingency as if they undermine rationalism and the fantasy of positivity in the training policy for young people in high school, arguing that education is not related to either rational foundations or idealized positivities, but is found in social practices/ discourses of a collective constituted in the political struggle, so that any sense of forming the young person proposed as universal is nothing more than an act of power whose marks are sedimented. In conclusion, we defend a radically contextual curricular policy perspective in which deferral is considered as an ineradicable condition of education.