ARTICULAÇÕES DISCURSIVAS EM TORNO DA BASE NACIONAL COMUM CURRICULAR EM TENTATIVAS DE CONTROLE DA DOCÊNCIA NAS POLÍTICAS EM CURSO

Abstract

: In search of hegemony in complex arenas of dispute over the production of curriculum policies based on a regulatory model, we have observed in our research discursive articulations in an attempt to control both the curriculum and teaching. In this sense, operating with post-structuralist contributions and anchored in the important contributions of Laclau and Mouffe's Discourse Theory (2015), the political networks discussed by Ball (2020) and the relevant research on curriculum and teaching policies by Lopes and Macedo (2011), Lopes (2015, 2017) and Macedo (2014), this research aims to analyze the discourses that seek to achieve hegemony in an attempt to control teacher (form)action. These have been constructed by a broad network of articulation, which has been producing demands, consensus and the establishment of meanings for teaching. In this analysis, we tried to highlight the discourses produced by the “Movimento pela Base”, which has been an active political network during the process of articulating the BNCC and which has been sparing no effort to move the policy forward. In different materials published by this Movement, we see discursive articulations that infer the standardization of work and teacher training, with the justification that this is an important factor in achieving quality education. We also point out that the current curriculum policy has not taken into account the continuous movements of teachers in the meaning of their work with the school curriculum.