The silencing of basic education teachers by the strategy of making them speak
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Data de Publicação: | 2018 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Pro-Posições (Online) |
Texto Completo: | https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656345 |
Resumo: | This article aims to question the proposal of a Base Nacional Comum Curricular (BNCC; National Curricular Common Basis) as an anti-happening which chokes the possibility of basic education teachers to problematize, while also affirming the curriculum as a complex space of ethical, poetic and political events that enhances inventive learning. This paper uses the association between bibliographic-documentary research and field research in conversations with teachers from two municipal schools, seeking to verify how teachers problematize official documents in their relationship with the curricula of these schools as happening or anti-happening. The article concludes that the experts silence teachers’ voices, in a process of stimulating the participation of teachers in a way through which, by making the teachers speak, the experts’ discourse is legitimized and, under an apparent participation, the teachers remain without any effective decision-making power. The paper concludes, however, that there is indeed a silenced problematization of the process of social subjection to vertically imposed models. |
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The silencing of basic education teachers by the strategy of making them speakO silenciamento de professores da Educação Básica pela estratégia de fazê-los falarNational curricular common basisSocial subjectionSilencingProblematizationHappeningBase nacional comum curricularSujeição socialSilenciamentoProblematizaçãoAcontecimentoThis article aims to question the proposal of a Base Nacional Comum Curricular (BNCC; National Curricular Common Basis) as an anti-happening which chokes the possibility of basic education teachers to problematize, while also affirming the curriculum as a complex space of ethical, poetic and political events that enhances inventive learning. This paper uses the association between bibliographic-documentary research and field research in conversations with teachers from two municipal schools, seeking to verify how teachers problematize official documents in their relationship with the curricula of these schools as happening or anti-happening. The article concludes that the experts silence teachers’ voices, in a process of stimulating the participation of teachers in a way through which, by making the teachers speak, the experts’ discourse is legitimized and, under an apparent participation, the teachers remain without any effective decision-making power. The paper concludes, however, that there is indeed a silenced problematization of the process of social subjection to vertically imposed models.Este artigo objetiva questionar a proposição de uma Base Nacional Comum Curricular (BNCC), como um antiacontecimento, por sufocar a possibilidade de problematização dos professores da Educação Básica, assim como afirmar o currículo como espaço complexo, espaço de acontecimentos éticos, poéticos e políticos, que potencializam a aprendizagem inventiva. Utiliza a associação entre pesquisa bibliográfico-documental e pesquisa de campo em conversações com professores de duas escolas municipais, buscando verificar como eles problematizam os documentos oficiais em sua relação com os currículos dessas escolas como acontecimento ou antiacontecimento. Conclui que os experts silenciam as vozes dos professores, num jogo no qual ocorre um estímulo à participação dos professores com a finalidade de, ao fazê-los falar, legitimar o discurso dos experts e, sob uma aparente participação, mantê-los em consulta, sem efetivo poder de decisão. Conclui, porém, também, pela existência de uma problematização silenciada acerca do processo de sujeição social a modelos verticalmente impostos.Universidade Estadual de Campinas2018-12-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656345Pro-Posições; Vol. 29 No. 2 (2018): maio/ago.; 235-258Pro-Posições; Vol. 29 Núm. 2 (2018): maio/ago.; 235-258Pro-Posições; v. 29 n. 2 (2018): maio/ago.; 235-2581980-6248reponame:Pro-Posições (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656345/21165Brazil; 2019Brasil; 2019Copyright (c) 2018 Pro-Posiçõesinfo:eu-repo/semantics/openAccessLourenço, Suzany Goulart Carvalho, Janete Magalhães 2019-08-27T12:31:46Zoai:ojs.periodicos.sbu.unicamp.br:article/8656345Revistahttps://periodicos.sbu.unicamp.br/ojs/index.php/proposicPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/oai||proposic@unicamp.br1980-62480103-7307opendoar:2019-08-27T12:31:46Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
The silencing of basic education teachers by the strategy of making them speak O silenciamento de professores da Educação Básica pela estratégia de fazê-los falar |
title |
The silencing of basic education teachers by the strategy of making them speak |
spellingShingle |
The silencing of basic education teachers by the strategy of making them speak Lourenço, Suzany Goulart National curricular common basis Social subjection Silencing Problematization Happening Base nacional comum curricular Sujeição social Silenciamento Problematização Acontecimento |
title_short |
The silencing of basic education teachers by the strategy of making them speak |
title_full |
The silencing of basic education teachers by the strategy of making them speak |
title_fullStr |
The silencing of basic education teachers by the strategy of making them speak |
title_full_unstemmed |
The silencing of basic education teachers by the strategy of making them speak |
title_sort |
The silencing of basic education teachers by the strategy of making them speak |
author |
Lourenço, Suzany Goulart |
author_facet |
Lourenço, Suzany Goulart Carvalho, Janete Magalhães |
author_role |
author |
author2 |
Carvalho, Janete Magalhães |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Lourenço, Suzany Goulart Carvalho, Janete Magalhães |
dc.subject.por.fl_str_mv |
National curricular common basis Social subjection Silencing Problematization Happening Base nacional comum curricular Sujeição social Silenciamento Problematização Acontecimento |
topic |
National curricular common basis Social subjection Silencing Problematization Happening Base nacional comum curricular Sujeição social Silenciamento Problematização Acontecimento |
description |
This article aims to question the proposal of a Base Nacional Comum Curricular (BNCC; National Curricular Common Basis) as an anti-happening which chokes the possibility of basic education teachers to problematize, while also affirming the curriculum as a complex space of ethical, poetic and political events that enhances inventive learning. This paper uses the association between bibliographic-documentary research and field research in conversations with teachers from two municipal schools, seeking to verify how teachers problematize official documents in their relationship with the curricula of these schools as happening or anti-happening. The article concludes that the experts silence teachers’ voices, in a process of stimulating the participation of teachers in a way through which, by making the teachers speak, the experts’ discourse is legitimized and, under an apparent participation, the teachers remain without any effective decision-making power. The paper concludes, however, that there is indeed a silenced problematization of the process of social subjection to vertically imposed models. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-12-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656345 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656345 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656345/21165 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Pro-Posições info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Pro-Posições |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
Brazil; 2019 Brasil; 2019 |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
dc.source.none.fl_str_mv |
Pro-Posições; Vol. 29 No. 2 (2018): maio/ago.; 235-258 Pro-Posições; Vol. 29 Núm. 2 (2018): maio/ago.; 235-258 Pro-Posições; v. 29 n. 2 (2018): maio/ago.; 235-258 1980-6248 reponame:Pro-Posições (Online) instname:Universidade Estadual de Campinas (UNICAMP) instacron:UNICAMP |
instname_str |
Universidade Estadual de Campinas (UNICAMP) |
instacron_str |
UNICAMP |
institution |
UNICAMP |
reponame_str |
Pro-Posições (Online) |
collection |
Pro-Posições (Online) |
repository.name.fl_str_mv |
Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP) |
repository.mail.fl_str_mv |
||proposic@unicamp.br |
_version_ |
1800217188871700480 |