Formação e atuação acadêmico-profissional: proposições insurgentes à BNCC e à BNC-formação inicial

Abstract

This work aims to investigate how the pedagogical discourses present in the BNCC and BNC-FI affect the training and academic-professional performance, in Basic and Higher Education, of the teacher-researcher in the area of Natural Sciences, based on the analysis of the implementation of these policies, understood from the Sociological Theories proposed by Stephen Ball and Basil Bernstein. The research, with a qualitative approach, is characterized as an autobiographical narrative. The analytical corpus is composed of curricular policies and pedagogical artifacts produced and/or systematized by the teacher-researcher during her teaching role as a substitute teacher in the Biological Sciences- Graduation Course, at the Federal University of Pampa. Discursive Textual Analysis, the Policy Cycle Approach and Bernstein's Sociological Theory are methodological tools, used interrelatedly to analyze pedagogical discourses produced in the three contexts: influence, policy text production and practice, with emphasis in acting theory. The results indicate that in the Context of Influence, the voice of subjects who group together in philanthropic foundations and conservative benches resonated, based on an intricate network of governance, imprinting the neoliberal and neoconservative code in the discourse. In the Text Production Context, it is evident that the Official Pedagogical Discourse was produced based on dominant social principles, which define the relationships established between the State, the field of economy and symbolic control, which direct the social order to the dominant structure, representing a Regulatory Pedagogical Innovation. The curriculum is subordinated to the Pedagogy of Competences, added to the neoconservative influence, which obliterated themes dear to Science Education from the texts, such as Health Education, Sexuality Education and Environmental Education, establishing a curriculum based on a positivist, technical and performative, which expresses strong power and control over the subjects. In the Context of Practice on Politics, it is pointed out that the discursive gaps present in the text support recontextualizations for a critical-innovative action on curricular policies, based on the academic-professional experiences of the teacher-researcher. In these, the Bernstenian conception of competencies and emancipatory Pedagogical Innovation were adopted to promote teacher training beyond the norms, through movements of analysis, reflection and critical action on the curriculum proposed for Science Teaching, promoting the understanding of that there are spaces for an insurgent action on the prescribed policy to implement critical-transformative and innovative Science Education. At the end of the research, other ways of resisting and rebelling against standardized policies are indicated, demonstrating the political-social movements that are organized with a view to overcoming them and from which ways of thinking beyond the BNCC and BNC-FI comes up. The data support the thesis that the BNCC and BNC-FI are curricular policies of a neoliberal nature, centralizing and with strong classification and framing, that is, they exercise strong power and control over what and how to teach, but which have discursive gaps significant, in which we can find spaces to act on policies, proposing forms of resistance and insurgency to them.