Discursos sobre performatividade e docência

Abstract

This thesis has as its theme the discourses on teaching in the educational area that reveal teaching performances and forge these professional identities. For this, the notion of performativity is used to analyze the production of different meanings and their effects on curriculum policies for teaching. We also intend to operate with Ball's (2014; 2010; 2005; 2004; 2002) and Butler's (2018; 2017; 2015; 1999) notions of performativity at different levels of analysis on performativity. This research is developed from a post-structural approach that does not consider the pre-fixation of meanings and subjects, but shows the precariousness and contingency that mark political decisions, allowing us to perceive the fluctuation of two meanings and two signifiers. The relations between curricular policies and language are based on the understanding of the curriculum as a discursive practice and on the production of non-curricular meanings. The process of struggle for the production of the curricular text involves readings and interpretations of identities and teaching work. The texts used as empirical material in this investigation are selected articles in the Annals of National Meetings of ANPEd, based on the keywords performativity and teaching, published in the period from 2015 to 2020. We interpret how teaching is signified in the Curriculum and how the use of this significant reveals conflicts about the representations of what curriculum and teaching are. During the research, it was possible to conclude that this also regulates and is regulated, despite expanding the look at the processes of identification of the subjects. The analyzed texts mobilize discourses that are productive of being thought from the point of view of the precariousness of normativity. Performativity as a theory of agency involvement brings contributions to the thinking that discourses on teaching and policy.