Teaching meanings in the ‘BNCC’: Effects for the curriculum of basic education and teacher education/performance

Authors

  • Rita de Cássia Prazeres Frangella Universidade do Estado do Rio de Janeiro
  • Rosanne Evangelista Dias Universidade do Estado do Rio de Janeiro

DOI:

https://doi.org/10.4013/edu.2018.221.14785

Abstract

From the affirmation expressed in the texts of different versions (Brasil, 2015b, 2016, 2017a) of the Common National Curriculum Base (called BNCC), our objective is to discuss the meanings that are produced for teacher education/performance. With the support of Ernesto Laclau’s Theory of Discourse, which defends policy as discursive production, we argue the construction of a hegemony around a common base that extends beyond the definition of contents: a base that also conducts and makes common a teaching meaning, in a universalization of both the school curriculum and the education and teaching work, also observing the effects of these discourses and their articulations in the Resolution nº 2 of the CNE, of July 1st, 2015, which defines the National Curricular Guidelines for initial education at higher level. In view of this, we seek to discuss the curriculum conception that unfolds from the premises defended at the BNCC, observing the meanings of curriculum and teaching that it is intended to hegemonize.

Keywords: curricular policies, discourse, common base, teaching.

Author Biographies

Rita de Cássia Prazeres Frangella, Universidade do Estado do Rio de Janeiro

Professora adjunta de Faculdade de Educação da Universidade do Estado do Rio de Janeiro/ UERJ.Professora do Programa de Pós-Graduação em Educação - Proped/UERJ

Rosanne Evangelista Dias, Universidade do Estado do Rio de Janeiro

Professora adjunta de Faculdade de Educação da Universidade do Estado do Rio de Janeiro/ UERJ.Professora do Programa de Pós-Graduação em Educação - Proped/UERJ

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Published

2018-01-14

Issue

Vol. 22 No. 1 (2018): January/March

Section

Dossiê: Políticas de Currículo e Docência: significados, impasses e desafios no contexto Iberoamericano

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