出版社：Escola Superior de Educação do Instituto Politécnico de Santarém
摘要：The study analyses the circulation and the linkage between rationalities, global languages, and places that result in the configuration of the identity and the difference. The syllabus policies and practice, in a historical perspective, is based on alleged people, language and rationalities standard conceptions. Therefore, the school has been dealing with the diversity found on hegemonic references. On the contemporary context, the educational syllabus, in a post-critical perspective, is a place of interaction and construction of cultures and identities. Identities branded by hybrid features are built on this process. The tension between the power-knowledge relations, educational and youthful cultures cause and amplify the needs of intercultural dialogue on the production of identities. This dialogue requires the connection between the several childhoods, adolescences, youths and their cultures in the educational culture. The study references are Stuart Hall (1998), Stephen Ball (1994), Zygmunt Bauman (1999), Antônio Flávio Barbosa Moreira and Vera Candau (2007), Michel Foucault’s (1997b) arguments, among others.
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