Demandas curriculares em inscrições textuais da Comunidade Disciplinar de Ensino de Biologia: o caso da BNCC

• Autor(a) principal: Godoy, Bruno Silva
• Data de Publicação: 2019
• 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/1/10518
• topic: Disciplinary Community; Biology education; Curricular policy; Discourse theory; BNCC; High school; Comunidade disciplinar; Política curricular; Teoria do discurso; BNCC; Ensino médio; Educação; Ensino de Biologia; Currículos; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

As a representation of a national centralized curricular policy, the Brazilian National Common Core (BNCC) has been producing effects in different educational contexts, among them the disciplinary communities. Based on the curricular politics studies in a discursive perspective, supported by the theoretical-strategical approach of Discourse Theory by Ernesto Laclau and Chantal Mouffe, incorporated to the curricular field by Alice Casimiro Lopes and Elizabeth Macedo, such communities are understood as participants in the curricular policy production. The objective of this dissertation is to interpret the disciplinary and curricular demands from the Biology Education disciplinary community in the BNCC production context, considering that such demands articulated to many others produce significations to the Biology Curriculum, while signifying the very Biology education disciplinary community in high school level. In dialog with the Stephen Ball s Continuum Policy Cycle and the Ivor Goodson s Disciplinary Communities theorization, while questioning some of their conclusions through the discourse theory, I seek to work with the des-essentialization of the Biology education disciplinary community. I argue that this community is the result of an articulation of differential demands penetrated by the logic of difference and equivalence. Bearing this perspective in mind, I present the result of a disciplinary demand investigation in 215 papers and curricular demands in a 167-paper group published in scientific journals that focus the Biology curriculum. I conclude that it is possible to interpret the formation of articulatory chains of demands for a content-focused curriculum that antagonize the curriculum as performed in schools, and at the same time, another discursive chain is formed against the content-definition as formation guarantee for students and teachers project a priori. Both of these chains dispute the signification of the Biology Education Disciplinary Community and signify the Curricular Policies