O processo de escolha de livro didático de língua portuguesa na educação básica: entre saber, poder e resistência.

Abstract

This paper deals with the process of choosing the Portuguese-language textbook, in the light of Foucault's (1979, 2012) theories of knowledge and power, with the objective of analyzing the discursive position of Portuguese-speaking teacher at the fundamental and middle levels The task of making the choice of the textbook, which will be adopted by him in the classroom. The textbook is a material of extreme relevance for the teaching and learning process. And taking into account this relevance of the textbook for teaching, the National Textbook Plan (PNLD) is one of the programs of the federal government that makes the purchase and distribution of this didactic material. The program provides a rigorous process of selecting and choosing the textbook. In this process of choice, the teacher is one of the main participants, since he is given the task of making the final choice of the textbook that will be used by him and his students. The teacher becomes responsible for this choice, which is considered a relevant choice. As a result, we ask ourselves: Given this responsibility that is given to the teacher, to what extent is this choice made up of the PNLD principles? The theoretical framework in which we are affiliated recognizes that every individual is endowed with knowledge and power, that power permeates all spheres of society, power is in micro institutions. Thus, we consider that the discursive position of the teacher is constituted and crossed by knowledge and power. Knowledge corresponds to the meanings related to historicity that establishes effects of truth, and power is related to knowledge. The analyzes show that in the discourses of the research participants there is a discursive position constituted of knowledge and power and with deflagrations of resistance in order to redo the process of choosing the textbook.