Base nacional comum curricular (BNCC) e o processo de constituição de professores de língua portuguesa em práticas de objetivação/subjetivação e jogos de verdade

Abstract

This thesis examines how Portuguese Language teachers within the teaching network of the city Senador Canedo are objectified/subjectified, based on the truth games established in the Common National Curriculum Base (BNCC). Thus, the general objective was to analyze, historically, the relations of knowledge/power in the BNCC and the effects of meaning surrounding the constitution of Portuguese Language teachers, through the truth games of the normative document. As specific objectives were: i) to historically problematize the conditions of possibility and the discursive regularities of the BNCC; ii) to study the effects of meaning of subjectification/objectification with focus on Portuguese language teaching and continuing education at the BNCC and iii) to discursively analyze the self-practices of Portuguese Language teachers in the face of the BNCC's statements. Thus, this work is part of the field of discourse analysis, specifically in Foucault's postulates (1984, 2000, 2005a, 2010, 2014a, 2014b, 2014d, 2014f, 2016, 2018a, 2018b), by prioritizing archaeological analysis, the genealogical analysis and thinking about the subjectification/objectification process. Theoretical assumptions are established by dialogues with Dardot and Laval (2016), with essential laws of Brazilian education, with authors who discuss discourse analysis associated with Portuguese language teaching, in addition to authors who debate the Brazilian education movement. The methodology adopted for the development of the study in question is qualitative research based on document analysis, in an analytical-descriptive and interpretative proposal of documents, which show the discursive event and the historically constructed declarative events. To guide the dialogue with the teachers, direct questions were created, to establish a relationship with each other, so that the effects of meaning around a question could be repeated and completed from the other questions. The observed results verify that there is not a single common base object in the dispersion, after the archaeological analysis. In addition, the results of the chapter that addresses the practice of the self-emphasize that teachers are objectified and subjectified by the BNCC and, sometimes, there is a refusal of the constitution through the educational normative document. In this way, the interviewed teachers have a vision of what would be the necessary identity constitution for the teaching of the Portuguese language.