Tentativas de controle da docência nas políticas em curso: uma análise sobre as articulações discursivas em torno da Base Nacional Comum Curricular

Abstract

Over the last few decades, it is possible to observe that curricular policies have been (re)formulated through complex negotiation processes (DIAS et al, 2012), which attempt to hegemonize educational interests put on the agenda by different groups that make up global governance networks. (MACEDO, 2019). These networks have shown themselves to be increasingly willing to offer (quick) solutions to educational “problems”, reaffirming their active role in curricular productions. It is in this arena of dispute over the production of curricular policies that seek to be hegemonic - but which also present themselves as provisional and contingencies - based on a regulatory model, which reveal attempts at curricular control. In this sense, operating with post-structuralist perspective and anchored in the important contributions of Laclau and Mouffe's Discourse Theory (2015), the Political Networks discussed by Ball (2020) and the relevant research on curriculum and teaching policies by Lopes and Macedo (2011a, 2011b), Lopes (2012, 2013, 2015a, 2015b, 2017), Macedo (2013, 2014, 2016a, 2016b, 2018, 2019), Dias (2013, 2014, 2015, 2016, 2017, 021a, 2021b) , Frangella (2020 and 2021), Borges (2015), Borges and Peixoto (2017), Borges de Oliveira; de Jesus (2020) and OLIVEIRA (2018, 2021), this research aims to interpret the discourses that aim to achieve hegemony and that have attempted to control teacher (training) action. These have been built through a wide network of articulation, which has been producing demands, consensus and establishing meanings for try to control teaching training and action. In this analysis, I seek to highlight the speeches produced by the Movimento pela Base, which has shown itself to be a powerful political network, acting during the process of articulation (and approval) of the BNCC and which has spared no efforts to advance the ongoing policy. As empirical material I use the BNCC – Basic Education (BRASIL, 2018), the Annual Reports of the Movimento pela Base (MOVIMENTO PELA BASE, 2021a and 2022a), the document “Continued training criteria for curricular references aligned to the BNCC” (MOVIMENTO PELA BASE, 2019a), as well as the “BNCC Implementation Assessment and Monitoring Reports - EI/EF (BRASIL, 2021, 2022b). In my analysis, these documents showed an attempt to control teaching action, as well as the inference of standardization of work and training of these professionals, with the justification that this is an important factor in achieving quality and equitable education. The policies under analysis have not considered the continuous movements of teachers in the meaning of their work with the school curriculum.