A tradução da noção itinerários formativos na política curricular do Ensino Médio baiano

Abstract

This Doctoral dissertation presents the results of an investigation into the interpretations of the curricular policy of the state of Bahia, Brazil, for the New High School, particularly the proposal of formative itineraries. Power relations and discursive articulations involved in the political game were researched for the meaning of curricular flexibility in High School. This flexibility is pointed out, in the normative documents, as a means of innovating and providing emancipated human education to students, with the promise of guaranteeing the appreciation of the territorial identities from Bahia and the socioeconomic development of students and their territories. The theoretical-methodological organization of the research introduces interpretive operators, from the keys of post-structural and post-foundational reading in the field of the curricular policy. These discussions are based on readings supported by Laclau and Mouffe’s Discourse Theory, of the Derridian translation and deconstruction studies, and on the contributions of these authors to thinking about the field of curriculum in education, developed by the researchers Alice Casimiro Lopes and Elizabeth Macedo. The re-reading of language informs the notion of reality as discursive production and of the social as textualization, marks the notion of curricular policy as cultural production and sustains the defense of the curriculum as a text, without guarantee of fullness, challenged by translation that makes the control of its meaning impossible. The dissertation highlights the intertwining between policy, politics and curriculum in a discursive perspective and emphasizes translation as a condition of policy. From this approach, in this Doctoral dissertation, the curricular policy designed for High School in Brazil and for the state of Bahia is discussed, as well as the equivalences between these policies, and it is argued that they are immersed in the textuality in which the political-curricular game is constituted by the definition of the model/format of an integrated curriculum via formative itineraries. It is also problematized the idea of Territory of Identity that presents itself in the politics of the state of Bahia as a management unit capable of directing the planning of the public sectors and the regional division of Bahia, based on a supposed territorial identity, influencing the organization of curricular policy. In this relationship, the political decision in Bahia support the defense of the precariousness of the conventional/disciplinary High School as a social objectivity, and symptomatically projects the curricular organization in areas of knowledge and formative itineraries as a solution to the educational instability of the secondary level. Defending translation as an operator in the text, it is concluded that the deferral process remains in the multiple contextual relationships in which the text of the formative itineraries proposed by the Bahia Referential Curriculum Document, is accessed, which is challenged by the unpredictability of language. The curricular text is incessantly translated, the effect of provisional fixations resulting from articulations in a given context that is always ambivalent, precarious and contingent. At each reading of the text, the meaning is always betrayed in its affirmation or recovery. In this relationship, the normative document cannot erase the differential movements; there are always translation processes, with multiple interpretations, over which there is no absolute control, making any hegemonic fullness impossible. The very relationship of cause (the supposed original text published by the Bahia State Department of Education) and effect (translation) displaces itself and disseminates meanings that multiply indefinitely, in uncontrollable relationships that are impossible to predict.