As Diretrizes Curriculares Nacionais para a Formação de Professores de 2002, de 2015 e de 2019 e o discurso de mais prática para melhor formar o professor: uma abordagem pela Teoria do Discurso

• Autor(a) principal: Silva, Giselle da Conceição
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18834
• topic: National Curricular Guidelines; Teacher Education; ANFOPE National Meetings; Curriculum; Practice; Discourses; Demands; Diretrizes Curriculares Nacionais; Formação de Professores; Encontros Nacionais da ANFOPE; Currículo; Prática; Discursos; Demandas; CIENCIAS HUMANAS::EDUCACAO::CURRICULO

In order to produce this dissertation, I researched, investigated and analyzed political texts with the intention of understanding how the discourse of more practice for a better teacher education has been sustained as part of the discourses of the brazilian National Curricular Guidelines from 2002, 2015 and 2019 for higher education of basic education school teachers. Despite being approved during three governments with different party-political tendencies, these official political texts prescribe curricula for teacher education that need to have a significant space for practice. The legal texts of the last three National Curricular Guidelines mentioned previously and the final documents of the ANFOPE National Meeting make up the research material. The Theory of Discourse by Ernesto Laclau and Chantal Mouffe appears as the theoretical contribution chosen with the purpose of thinking about the production of official policies as part of a play for meaning of which multiple, contingent and precarious political spaces make part. Such spaces resonate overdetermined discourses and constitute and are also constituted by the subjects who are involved in the production of the investigated policies. Consequently, these policies are perceived in this dissertation as composed of discourses that are also overdetermined. Based on the analysis exercise undertaken from these political texts, I characterize discourses/imaginaries/demands with a view to building a narrative that takes into account how the discourse of more practice for a better teacher education has been sustained and even has been become hegemonic. The final part of this work expresses the understanding that such discourses/imaginaries/demands have contributed to give practice the prominent place it has occupied in the aforementioned policies.