A comunidade disciplinar de ensino de Biologia na produção de políticas de currículo

Abstract

This dissertation is part of a study of curriculum policies in multiple educational contexts, based on the theoretical-methodological approach of Stephen Ball s policies cycle, as interpreted for the Curriculum field by Lopes and Macedo. That analysis is supported also by Ivor Goodson s concept of disciplinary community and by Ernesto Laclau s theory of discourse. The aim of this research is to investigate the production of curriculum policies by the disciplinary community of Biology teaching. For that purpose, an analysis is made of the principal curricular documents relating to Biology at medium level produced in the federal sphere the National Curricular Standards for High School Teaching (PCNEm), Complementary Guidance for National Curricular Standards for High School Teaching (PCN+) and National Curricular Guidance for High School Teaching (OCNEM). Similarly seeking to understand the policy production process, interviews were conducted with teachers and researchers acclaimed in that disciplinary community who participated in the preparation of the above-mentioned curricular documents. In that analysis, claims disputed in the sphere of that disciplinary community are identified, as well as withdrawals and approximations between those documents. We concluded that even under different governments, representatives of the disciplinary communities can continue active in the context of producing texts of policies and producing similar senses and meanings in the policies.