Sujeitos, saberes e sistema: uma análise discursiva da escolarização nos anos iniciais do ensino fundamental

Abstract

This research is constituted based on our practice place: the classroom, more specifically a first grade of a primary school classroom in a public school located on the outskirts of the city. Therefore, it is from this practice place and from a teacher’s subject-position that the research question takes shape, such as: how does schooling systematization affect the subjects and “knowledges” significance about a modern capitalist social formation? Thus, affiliated to the Discourse Analysis (Pêcheux, 1975; Orlandi, 1987, 1999), this present dissertation has as objective to analyze - in the policy documents on education - how the constitution of the student-subject in the first grades of primary school is significant and inserted on the “Base Nacional Comum Curricular” (BNCC) textuality. This way we mobilize “reading” and “archive” concepts and we return to an understanding of BNCC archive and of the transition between preschool and primary school. For this, we make up the corpus delimiting it in two movements: the first one called corpus analysis composed by clippings of BNCC text, considering it as the main material to be analyzed; and the second one called corpus constitutive composed by clippings of other policy documents of education that means and determine but it is not a material analysis properly said.