Produção curricular de Itaboraí/RJ: discursos e significações

Abstract

This research aims to analyze the process of reformulation of the curricular framework of the municipality of Itaboraí-RJ, analyzing how the speeches of the teachers of the Escola Municipal Auto Rodrigues de Freitas were articulated so that a certain fixation of meanings gained strength in the curricular framework in the practice of this reformulation. . The concept of curriculum is situated in a field of disputes and that is never just a neutral set of knowledge, it expresses historicity, context and tension. Thus, this work identified these aspects in the process of implementing the BNCC in the aforementioned Education Network and, consequently, the reformulation of the curricular framework, which derives from this implementation. The research took place through listening to the speeches of the teachers involved in the process of this reformulation, observing the existing conflicts and contestations. The central aspects of this research were: What meanings about curriculum disputed hegemony in the proposal of this reformulation? What articulations were carried out among the participants in the reformulation of the framework in an attempt to hegemonize a certain conception of curriculum? How was the competition arena? What was incorporated without much questioning and what was a point of doubt, discussion and/or rejection? To better understand these questions, this research was anchored in the discussions of Laclau and Mouffe's (2015) discourse theory, around concepts such as discourse, hegemony and empty signifiers, as well as in Stephen Ball's (2001) policy cycle with emphasis in the contexts of text production, influence and practice. It also presents the discourses and meanings about BNCC in the process of curricular reformulation in Itaboraí, encouraging the analysis and reflection of how the reformulation of the curricular framework affects teaching practice in the municipality of Itaboraí, especially in the pandemic moment of the new coronavirus. From the analysis of this research, we conclude that the dispute of meanings around the reformulation of the curricular framework of Itaboraí was based on the rejection of the official history of the formation of the municipality propagated by the city hall and in contrast to this vision, the meanings are fixed in a precarious way. and contingent in the construction of a curriculum based on the historical and geographical riches of a territory marked by the memory of Indians and blacks as members of the Itaboraiense identity. It also shows that the reformulation of the curricular framework did not stop at being a transcript of the Common Curricular Base and that the significant competences and abilities were not used in the writing of the curricular framework. And that the historic moment of the Covid-19 Pandemic brought other meanings to be discussed around the significant curriculum for teachers at Escola Municipal Auto Rodrigues de Freitas.