between diversity and discipline: an analysis of an integrated school program

Abstract

This article seeks to analyze the curriculum activities developed in two schools that participate in the Integrated School Program in the municipality of Belo Horizonte, Brazil. This Program extends the school journey of students of the Basic Education classes from four to nine hours per day. Curriculum is understood here as a space of disputes for the construction of certain meanings and subjectivities of a determined kind. The argument defended here is that the curricula investigated stay within the borders of a culturalist approach (that includes questions of diversity and demands a critical subjectivity to cultural standards) and a disciplinary curriculum (that aims to form students as followers of the pre-established rules). This disputation allows the circulation of a variety of meanings in the investigated curricula which produces a diversity of subjects.