Recontextualização na produção da política curricular para formação de professores no Amazonas

Abstract

In this research, I investigate meanings assigned to teacher education by the national curricular policy and the recontextualizations for the definition of curriculum policy aimed at teacher education in Amazonas, in the Amazonas State University (UEA). (UEA). Based on discursive approach, that guides researches in Brazil’s curriculum field, I debate articulations between discourses that signify, by politic text, the teacher education in the contexts of text production and the practice. Discourse is defined as a form of political intervention, through which curriculum guidelines are produced, subject to significations resignifications. This study has by means of theoretical-methodological orientation the approach of the continuous cycle of policies, proposed by Stephen Ball and collaborators, based on which I focus on the interaction of social actors in political production in the different contexts of curriculum production. For that, the following concepts are adopted: recontextualization, curriculum policy, teacher education and regionalization. Consistent to this orientation, I operate with the concept of recontextualization as the study’s central point, amplified with notions of interpretation and translation, which compose the enactment theory (BALL et al., 2016). I argue that the meaning of the discourses of the political texts result from articulations composed by privileged meaning and that, in the In the Amazonian context, meaning is related to senses of locality and regionality, in the form of escapes from the attempt at centralization and standardization of the national curriculum policy. For the analysis that constitutes the defended thesis, the production of policies in the contexts of the definition of the political text during proposed reforms for teacher education is studied, in the periods of 2005, 2015 e 2019, as well as in the context of the practice of curricular production in the Amazonas State University. The corpus of these studies is formed by national normative texts, produced by the CNE/MEC, with the purpose of guiding curricular policies for teacher education, as well as the texts produced in the context of practice by the pedagogy course of UEA in Manaus and in Parintins, between the period of 2007 and 2018. Based on the analysis of discourses produced in macro and micro, or global and local contexts, as well as the participation of social actors in curriculum production, I argue that the contexts for defining curriculum policies for teacher education in Amazonas reveal meanings that guide the production of proposals for the Pedagogy course at UEA, as part of the process of negotiating meanings between subjects/communities of knowledge and contexts. In this process of meaning there are implicit ideas of curriculum as local identity or as regional (state) identity. From this analysis, I highlight the meaning of teacher education, through the interpretation of meanings regarding the curricular organization, teacher and regionalization; I discuss the iscursive articulations in the context of practice, observing disputes to hegemonize curricular proposals negotiated in different contexts and responsible for actions of resistance to the act of implementation, for the discursive proposition of meanings of the context of practice.