Sentidos de professor constituídos na base nacional comum curricular/BNCC

• Ano de defesa: 2023
• Autor(a) principal: Resende, Andressa Aguiar de Souza
• Outros Autores: [e-mail]
• Orientador(a): Figueiredo , Marize Peixoto da Silva
• Banca de defesa: Costa, Hugo Heleno Camilo , Oliveira, Márcia Betânia de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação, Cultura e Comunicação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação da Baixada Fluminense
• País: Brasil
• Palavras-chave em Português: Identidade; Professor; Currículo pós-estrutural; Teoria do discurso; Formação docente
• Palavras-chave em Inglês: Identity; Teacher; Post-structural curriculum; Discourse theory; Teacher training
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/20730

The purpose of this work is to analyze the discourse of the National Common Curricular/BNCC (BRASIL, 2017a; 2017b; 2018) and the meanings of teacher it in it. There is a search to interpret discourses that aim to establish a given teacher identity and direct a training structure to predict what can or should be done. predict what a teacher can or should be and how their practice should be established based on a single curriculum. The aim of this research is about the discourse that points the needs of a curriculum, based on rationality, in order to control teacher's identity and the achievement of educational demands, without considering the differences and the many dimensions involved in the educational process. That way my as a general objective, I tried to identify the teacher’s meanings in BNCC. I try to establish the ideal teacher profile in order to respond demands related to education. As specific objectives, I tried to question teache’s identity and the establishment of a teacher profile, operating with the notion of curriculum and identity as discursive production. I also mobilize myself, in this same work, to operate with the notions of discourse and demand, seeking to to identify what the BNCC is trying to answer by meaning what and how teachers should be. Finally, I try to disrupt the discourse, which I identified in the BNCC, that seeks to prescribe practice in order to respond to the demands constituted in the educational field. The research is qualitative and is developed from a post-structural perspective, with the the reflections of Ernesto Laclau and some authors from the curriculum field and teacher training in the from a post-structural perspective. I work with the basic concepts of discourse and demand proposed by Ernesto Laclau and Chantal Mouffe's Discourse Theory (Laclau and Mouffe). Chantal Mouffe's Discourse Theory (Laclau; Mouffe, 2015), which are also appropriated from the reading of academic productions by authors who propose the discursive perspective of curriculum (Lopes, 2011; 2012; 2013; 2014), Lopes and Macedo (2011; 2021), Figueiredo (2015; 2018; 2020), Lopes and Borges, Dias (2013; 2016; 20210), Frangella, Dias (2018), Macedo (2012, 2019), Mendonça (2003; 2007; 2009; 2014a; 2014b). In this way, we question the possibility of of controlling the teacher profile in order to achieve the desired contextual curricular production pointed out in the BNCC, affirming the contingency and unpredictability in the constitution of the contextual curricular production.