Todos pelos discursos de responsabilização docente como política de currículo para a formação de professores

Abstract

In the last two decades, we have accompanied the spread of discourses about responsibilisation in curriculum policies for teacher training (DIAS, 2016, 2017). The objective of this thesis is to investigate the Todos pela Educação (TPE) and its participation in the articulation and fomentation of the discussion of responsibilisation of teachers in basic Brazilian education. Focusing on the productivity of TPE, made available in its official website, highlighting its collections on the subject of teaching, as well as the discourses of the movement and its members outside this scope that are deemed relevant for this research. For this purpose, we will use a discursive approach. Operating with the discursive theory (LACLAU, 2011, 2013; LACLAU & MOUFFE, 2015), it offers support in thinking about the construction of a hegemony in curriculum policies, in dialogue with the works of Stephen Ball (BALL, 2014, 2017) about policy networks, which brings the possibility of understanding the influx and transit of ideas, knowledge, capital, influences, among other aspects that are part of the political game involved. We observe the discourses of teacher responsibilisation being articulated by TPE networks and not only gain notoriety in educational debate, but gain the status of public policy, therefore marking, with its agenda, the curriculum policies for teacher training.