CURRICULAR POLICIES-PRACTICES IN BASIC EDUCATION: PROCESSES OF NEGOTIATIONS-DISCURSIVE ARTICULATIONS IN EVERYDAY SCHOOL

Abstract

This text has as main objective, to analyze processes of articulations-discursive negotiations produced between the policies and curricular practices of teachers of basic education in the school daily life. We deal with this debate, in front of the prescriptions of the National Common Teacher Training Base (BNC-training)/National Common Curricular Base (BNCC-basic education)understanding that there is in these policies an articulatory character of attempts to standardize the curriculum of teacher training and basic education (FRANGELLA; DIAS, 2018; HYPÓLITO, 2021; DINIZ-PEREIRA, 2021). As a theoretical-methodological approach, we used a qualitative approach centered on Discourse Theory (LACLAU; MOUFFE, 2015),  we performed the analysis of the political text of the curricular bases (BRAZIL, 2017; 2019)also incorporated in this analysis results of processes of negotiation-articulation of curricular policies-practices investigated, especially in the context of the Pernambuco agreste during the pandemic scenario to foster our discussion (VELOSO; ALMEIDA, 2022; VELOSO, 2021; MELO; VELOSO; ALMEIDA, 2021).  From this, we show that the BNC-training articulates the BNCC-basic education in the search for control of the processes of training/ performance of basic education teachers, that is, their know-how. However, although we emphasize the strengthening of discourses around the standardization/standardization of teacher training/performance, we understand that these processes do not constitute themselves out of contextual constraints, new readings and significant interpretations in the actions/decisions taken in the daily practices of teachers (LOPES, 2016).