Blogs de professores e suas redes de articulação: desafiando os limites de espaçotempo da produção política do PNAIC

Abstract

The research developed aims to investigate teachers' blogs, affirming this space as an instance of political production and, fundamentally, as a space for curricular production, in the case of this study, professionals involved in the training courses of teachers of the National Pact for Literacy in Right Age - PNAIC. The proposal was based on the understanding of how technology reconfigures the subject's relations with the world, with the other, thus discussing other ways of the actors to communicate, in the cultural relations that develop with the uses that make of the technology. The option to deal with the blogs of teachers involved in the PNAIC is the insertion of this study into a research that analyzes a policy of continuous training of literacy teachers, developed at a national level, with the purpose of agreeing curricular practices for the literacy cycle. Thus, the National Pact for Literacy in the Right Age - PNAIC was discussed as a curricular policy for literacy, understanding that the developments and actions of this policy contributed to constitute curricula for the literacy stage throughout the national territory, as it consolidated practices of literacy in dialogue with different contexts of policy production. This study develops in the understanding of curriculum as cultural enunciation, as discursive production (LOPES; MACEDO, 2011; FRANGELLA, 2014). From this understanding taken as a lens to analyze the PNAIC, we take the cultural production of teachers in their blogs, in the condition of curricular statements marked by the difference and political position, observing the ambivalences and contradictions that permeate the field of production of curriculum policies in I support myself. The research movements in / with the blogs were signaling that it was necessary to analyze the records of the movements of the political actions in the different regions of the national territory, as well as to analyze the reports of experiences of the teachers registered in the spaces of the blogs. The reports of teachers' experiences were presented as curricular productions and also as a possibility to discuss the constitution of politics as cultural production, confronted and signified by difference. In addition to the analysis of the blogs, the analysis of the training materials proposed by the PNAIC, the guiding documents of the program, the academic productions of those involved in the program, were carried out through different spaces and times of production and articulation of the PNAIC, understanding that this transit is important to understand politics as movement, as fluid and dynamic process. In this sense, the thesis was woven by research movements and theoretical arguments that sought to highlight in the analyzes carried out the meanings of curriculum, the meanings in / by the practice of literacy teachers, affirming this practice as a constituent of the policy, producing other / new meanings for a "Pact" of children's literacy in the national territory. It is argued that the curricular production of a policy is flawed in its national unifying pretension, since totalization is impossible; the movements of teachers - in the networks of relationships that constituted and in the courses that I emphasize here in the study of blogs - incite other movements that stress the pretension of totality, in their performative dimension