[PRE]TEXTO E CONTEXTO DA INTEGRAÇÃO CURRICULAR EM PORTUGAL

Abstract

As a curriculum document constructed on the basis of a semiotic code sensitive to a multiplicity of meanings, sanctioning other meanings such as social justice, multiculture and coherence, integration affirms itself largely at the level of a 'writerly' text, consenting both to, be it, the pure and immediate pleasure of its reading, or, be it, to that which Barthes denominates as 'Jouissance', in other words, the ecstasy and the hypothetical condition of the subject, not exactly as a passive reader, but as a critic, as an agent capable of critical and emancipatory response. Thus, curriculum integration will only affirm itself as a document of social transformation, if it permits all concerned to have the possibility to contribute by writing in it, their desires, interests, needs and aspirations. Or else the curriculum will continue to be a terrain which spells out social segregation, a site the story of which has been the story of class struggle, in which the dominant classes have done everything to silence the voices of the underprivileged.