Prescrições curriculares: problematizando o sentido de tecnologia em redes políticas digitais

Abstract

The general objective of this thesis was to investigate the movement of production processes and articulation of partner programs/platforms to the National Common Curricular Base - BNCC, analyzing and questioning the meaning of “guide”, quality and technology, through of a justification based on the “guided” control of the curriculum. I map the actions of these technology-oriented programs as another way to create networks to mobilize pedagogical proposals that strengthen the BNCC. To understand these movements, I take a post-structuralist theoretical-methodological approach, in dialogue with contributions from the deconstructivist thought of Jacques Derrida, from discussions in the field of the curriculum as a discursive and cultural production, and of the concept of Political Networks of Stephen Ball that contributes to understanding the articulations regarding the discourses and subjects, that are being conceptually represented by the Digital Political Networks. In this work, these Networks are represented, through a topological interpretation, to understanding of the multiple connections and social actors involved in the relationships, understanding that the image representation makes it possible to analyze the interconnections and articulations regarding the production of meanings of elements of the Networks. I argue that these programs emphasize technology as “Digital Prescription”, based on attempts to control what is imponderable in the curriculum, prescribing step by step how the teacher must teach, through the use of digital technologies, leading the teacher to arrive at a final destination, as if following a Global Positioning System (GPS). AND the articulations of the networks raise the idea that it is possible to contain meanings about what is the education, about what teaching is and about how the teacher should teach, through the use of Technologies. The understanding is that Education must be evidence-based science and that Technology is a tool, an apparatus that contributes to the quality of teaching. However, I defend technology as a discursive practice, and that education belongs to order of unpredictability, and not of the order of calculation, I understand education as aporia.