BNCC e Maranhensidade em Jogo Discursivo: da estruturação Curricular aos Posicionamentos de Professores do Ensino Fundamental Anos Iniciais.

Abstract

This present study analyzes the discursive formations of the implementation of the Common National Curriculum Base (BNCC) in elementary education in the early years in Maranhão territory, based on the positioning of teachers, in different social positions, involved in the process. It also investigates the discursive game in the implementation of the Curriculum Document of the Maranhense Territory (DCTMA) in the municipal education network of Imperatriz, Maranhão, as well as the intertwined relationships between curriculum, literacy and the place of maranhensidade as a pedagogical practice. As a theoretical-methodological parameter, the conceptions of Foucault (2002,2008,2010) were adopted, which have the discursive field as an archeology of knowledge constituted by relationships of different practices, knowledge and power forces. In parallel, official documents that govern education policies were also mobilized as a theoretical and documental basis, specifically those that supported the creation and structuring of the basic curriculum. Thus, paths are followed anchored in the paradigms of integrative research, of the educational case study type, and, as an instrument of analysis, the use of an interview, of the agenda type, and the open and closed questionnaire, subdivided into a qualitative corpus and quantitative. The research subjects were composed of two groups: A and B. The group A represents the 9 teachers with the social position of management: 1 articulated, 1 coordinator and 7 pedagogical trainers. The group B represents 160 teachers from the early years who work in the classroom. Thus, both the materiality, the conditions of possibilities of the documents, and the discursive forces of the positions of the subject-teachers are problematized. Throughout the analyses, it is noted that the circulation of BNCC in Maranhão territory had signs of control discourses of the type of interdiction, will to truth, comment and rarefaction. The results showed a diversity of teachers' positions with marks of the hierarchy of social relations and forces. The DCTMA brought theoretical and practical mobilizations for the teaching of Empress, as well as the possibility of inserting Maranhense in the educational field. The research path provided a reflexive exercise to understand the discourse as an archeology, weaving of connected threads, in which the place where one speaks constitutes a subject and a heterogeneous discursive practice, marked by the relationship between knowledge, history and power. Based on the results and theoretical and documental mobilizations, it was possible to take the lead in the positions of the teachers involved in the implementation of the BNCC and the DCTMA, highlighting the conceptions, challenges and conditions of possibilities for the creation of documents with dialogues on what is expected and how to effective in elementary school early years. Therefore, a path is outlined in which analyzing the discourse implies interpreting the subjects speaking and the formations of when the discursive saying and what is said are (inter)legitimized through discursive forces, power and knowledge.