Comum nos discursos que se hegemonizaram na BNCC

• Autor(a) principal: Barros, Iris Aniceto
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• 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/1/17811
• topic: Educação; Base Nacional Comum Curricular; Hegemonia; Comum; Articulação; CIENCIAS HUMANAS::EDUCACAO::CURRICULO

The main focus of this research work is to investigate the National Curriculum Common Core (BRASIL, 2018) and the meanings of common present in this document supported by the theoretical conception of the Theory of Discourse (TD), developed by Ernesto Laclau and Chantal Mouffe. By understanding common as a discourse that was hegemonized in this curricular policy and by interpreting that demands are the unit of analysis of the Theory of Discourse (and produce articulatory processes to make discourses hegemonic), I understand how powerful it is to investigate the demands that were articulated so that the sense of common was hegemonized. The theoretical contributions of Elizabeth Macedo and Alice Lopes are used as reflections in the field of curriculum and also for the articulation between curriculum and TD. That said, I defend the curriculum as a discursive practice immersed in articulations built on the partiality and arbitrariness of the social (LOPES; MACEDO, 2011; LACLAU, 1990). I develop the notions of the Theory of Discourse to build articulations with the empirical material of this research, which has the National Curriculum Common Core as its central material. Such articulation collaborates with the interpretation of the different meanings present in the common signifier. Furthermore, I propose to interpret how the common curriculum is being articulated by curriculists in the international context, since among the justifications present in the BNCC text to explain its necessary construction is the example of international contexts. For this, I select four countries: South Africa, Chile, Portugal and Finland, in an attempt to interpret the texts of curriculists from these countries. From this, I develop arguments that try to destabilize the conception of a common curriculum as a “natural” strategy to achieve educational quality. During the research, I try to operate with the notion of political and politics (MOUFFE, 2015), arguing that the common, and any other attempt at fixation, is produced in an unstable terrain of constant dispute and, therefore, the process of de-sedimentation and sedimentation are not fully feasible, they are always partial and provisional.