“E o professor...o que é, o que é, meu irmão?”: sentidos de docência na base nacional comum para a formação inicial de professores da educação básica.

Abstract

This dissertation refers to research developed in the Academic Master's Program in Education, Culture and Communication in Urban Peripheries (PPGECC/UERJ), in the line of research Education, Social Movements and Differences. Its theme is the meanings of teaching in the Common National Base for the Initial Training of Basic Education Teachers (BNC Formação), with the central question being: how the BNC-Formação has subjectivized what it is to be a teacher and what teaching should be like. The general objective of the research is to identify and de-sediment hegemonic meanings in curricular policies for teacher training, which try to establish a necessary, universal and definitive sense of teaching to be trained, as a way of achieving quality education. To this end, three specific objectives organized this investigation: (i) to develop the discursive context of the BNC-Training about the antagonistic relationship that has been articulated in the policy; (ii) to identify and problematize the demands discursively articulated in the BNC-Training; (iii) to de-sediment the discourses of teaching that constitute the hegemony of this policy. This discussion is based on the theoretical-methodological contributions of the post-structural and post-foundational approaches of the Political Theory of Discourse, by Ernesto Laclau and Chantal Mouffe, and the discursive perspective of Curriculum, by Lopes and Macedo, who believe in curriculum as discourse, as a practice of signification, with the processes of signification being provisional, contingent, precarious, constituted in processes of negotiation. In the field of teacher training, it was based on research carried out by Figueiredo, Dias and Frangella. Its empirical basis was curricular documents on teacher training signed by the Ministry of Education (MEC), the National Education Council (CNE) and international documents from the Organization for Economic Cooperation and Development, which contain contingently constituted discourses on teaching. The research indicated that the meanings of teaching privileged in the policy evoke a teacher predisposed to new learning anchored in objectivist discourses of education, sustained by pedagogical innovations signified in teacher references and based on an alignment of 'good practices' and a 'robust knowledge base', as a response to 'teacher disqualification'. In addition, standards of desired behavior to be developed in teaching are highlighted as attempts to regulate and control the various possibilities of teachers' being, sedimenting certain identifications. In these discourses, meanings of teaching are identified that re-signify paradigms related to teacher training, anchored in attempts at a universal consensus incorporated above all in the discourses of modernity, in the search for a centered, emancipated subject capable of carrying out social transformation. In this way, we sought to make it possible to de-sediment discourses by interpreting the contingencies that are "erased" in an attempt to achieve impossible closures as the ultimate meaning of teaching, betting on the reactivation of discourses that express the absence of fixed, pre-determined foundations, based on a teleological conception of politics. I have argued that there is no possible completeness in the processes of signification, as there is always negotiation of meanings, given that significations occur in the future.