“Chegando à escola: agora sou eu e eles” ― o sentido de docência nas políticas curriculares em questão
Resumo
O artigo apresenta, a partir de pesquisa institucional acerca da produção da política curricular numa rede municipal de ensino, a problematização sobre como essa tematiza o papel do professor na elaboração da política, significando a docência em relação ao currículo, o que observamos na tensão entre professor como produtor de currículo e professor como implementador. No desenvolvimento do estudo, apresentamos os aportes teóricos que sustentam as análises desenvolvidas, pondo em destaque a contribuição de Ernesto Laclau, a partir da qual assumimos o entendimento da política curricular como uma prática político-discursiva. Argumentamos que a análise de políticas curriculares precisa ser compreendida como prática articulatória, em movimentos de negociação e embate, na produção política contingencial. Assim, interrogamos que discursos e embates se dão na produção política do sentido de docência na política curricular investigada.
Palavras-chave: políticas curriculares; currículo; docência; discurso.
“Arriving at school: now it' s me and them” - the meaning of docency in the curricular policies in focus
Abstract
The article problematizes, based on an institutional research about the production of curricular policies in a network municipal schools, how those policies thematize the teacher's role in their elaboration, attributting meaning to docency in relation to the curriculum, what could be observed in the tension between teacher as curriculum producer and teacher as curriculum implementer. In the study development, we present the theoretical framework that sustains the analysis, highlighting the contribution of Ernesto Laclau, from whom we draw the conception of curriculum policy as a politicaldiscoursive practice. We argue that analysis of curriculum policies needs to be understood as an articulatory practice, in movements of negotiation and confrontation, in the contingent policy production. Thus, we argue that discourses and confrontations occur in the political production of the meaning of docency in the curricular policies investigated.
Keywords: curriculum policies; curriculum; teaching; discourse.
Palavras-chave: políticas curriculares; currículo; docência; discurso.
“Arriving at school: now it' s me and them” - the meaning of docency in the curricular policies in focus
Abstract
The article problematizes, based on an institutional research about the production of curricular policies in a network municipal schools, how those policies thematize the teacher's role in their elaboration, attributting meaning to docency in relation to the curriculum, what could be observed in the tension between teacher as curriculum producer and teacher as curriculum implementer. In the study development, we present the theoretical framework that sustains the analysis, highlighting the contribution of Ernesto Laclau, from whom we draw the conception of curriculum policy as a politicaldiscoursive practice. We argue that analysis of curriculum policies needs to be understood as an articulatory practice, in movements of negotiation and confrontation, in the contingent policy production. Thus, we argue that discourses and confrontations occur in the political production of the meaning of docency in the curricular policies investigated.
Keywords: curriculum policies; curriculum; teaching; discourse.