“Trilhas” nas políticas curriculares no contexto brasileiro: “signo tido como milagre”

Abstract

This study discusses the Brazilian contemporary education scenery, which is being displaced due to the increasing participation of the Third Sector on discussions related to curriculum polices. The study and its object are oriented by the thinking of Stephen Ball regarding networks of policies, emphasizing the issue of private-public partnerships for the development of education policies. Its object regards the problematization of the Projeto Trilhas (“Trails Project”) movement, that has been proposed in 2009 as an educational project lead by a Brazilian institute called Instituto Natura (“Natura Institute"), which is linked to the organization Natura Cosméticos S.A. Since its proposition, the Projeto Trilhas has been working on continuing education initiatives among teachers of literacy school. In 2018, the project was updated to incorporate elements of the Brazilian Common Core Curriculum as well as the exchange of experiences among teachers from all over the country. The aforementioned project was chosen as a case study due to its nomination as a relevant public policy by the Brazilian Ministry of Education, with emphasis on its efficient implementation of technology on the ongoing literacy initiatives among Brazilian public schools. Projeto Trilhas was analyzed through the perspective of Homi Bhabha, considering his literary, post-structural and post-colonialist perspectives, with emphasis on the discussions regarding authority and ambivalence. The analysis is hereby conducted on a fluid and dynamic approach, as part of the “double-game”, the inherent ambivalence, willing to fixing meanings to the teachers' literacy practices. The notions and thinking of Bhabha are articulated to the problematization proposed by Jacques Derrida on the objects and issues placed in the boundary real/virtual context. The reality, then, understood as actifactuality and actuvirtuality, as proposed by Derrida, should be approached as fictional artifact, continuously moving between the reality and the virtual. So, inspired by the perspective of Stephen Ball for the ethnographic analysis of networks, the empirical object of this study is formed by the combination of materials produced and promoted on the context of the Trilhas Project available on-line with a series of testimonies available on YouTube about the collaboration with the Trilhas Project and its importance to literacy and writing practices. As a conclusion, the study pointed out the emerging battle around the definition of the notion of teachers’ roles, and how this concept is affected by a constant ambivalent movement, by the performativity and the potential manipulation of meanings performed by apparatuses of power.