Disputas por significação no processo de plataformização da educação: articulações discursivas em torno da docência

Abstract

This dissertation investigates the meanings of the Platformization of Education (PoE) with an emphasis on teaching, especially in the development of digital skills that were intensified during the period of social isolation imposed by the COVID-19 pandemic. It problematizes how the demands agglutinated in the Platformization of Education centralize digital competencies, which have come to assume a central role in the discourse of teacher training, especially after the period of social isolation resulting from the pandemic, while at the same time involving projections of acts of teacher identifications, directly impacting the practice of educators. The research sought to identify how discourses related to the EoP have influenced the production of political texts, both locally and globally, so its general objective was to investigate the meanings that permeate the Platformization of Education in the context of the curriculum and teaching, with an emphasis on how discourses on teachers' digital competences have intensified since the beginning of the pandemic, followed by the following specific objectives: (1) to interpret the meanings in search of significance and the discursive disputes around the curriculum; (2) to identify the curricular and training demands emerging in the political texts that resignify the teaching role in the context of the PoE; (3) analyze how the discursive articulations around Digital Information and Communication Technologies (DICTs) are mobilized by normative actions and different interests; and (4) recognize how the National Common Curriculum Base (BNCC), through digital platforms, promotes the dissemination of digital competencies and the implications of this movement for teaching. The methodology adopted follows the post-structural and post-foundational theoretical-strategic approaches, based on the Discourse Theory of Ernesto Laclau and Chantal Mouffe, incorporated by Alice Casimiro Lopes and Elizabeth Macedo in the field of curriculum studies. The methodological path included: conceptualizing the research contexts; collecting and systematizing texts; and interpreting the political process of discursive articulation. The research involves reading different types of texts, including scientific articles, normative documents, academic productions and websites with curriculum proposals, taking into account the diversity of contexts. Central concepts of Discourse Theory are used, such as antagonism, discursive articulation, demands and nodal point, highlighting the “Platformization of Education” as a privileged signifier. As a result, the discourses interpreted aim to guide and regulate teaching practice, reinforcing teacher accountability and embodying stereotypes about a supposed need for constant improvement. The study also highlights the emergence of a new teacher profile: the “platformized” teacher, aligned with the instrumental model of neoliberal normativity. This research contributes to a more comprehensive understanding of the curriculum as a practice of signification, recognizing the political disputes that permeate the construction of subjects and identities in the educational field.