Intencionalidades biopolíticas do silenciamento da formação docente na BNCC

Abstract

This thesis presents a study on the movements of explicit teacher improvement1 in the National Common Curricular Base, through the biopolitics perspectives. The study was developed in dialogue with Freire and Foucault to define the conceptions of education based on their purposes and the concept of subject. By understanding that they will be decisive in problematizing teacher improvement from that perspective Nóvoa, Tardif, Veiga-Neto, Agamben and other authors were invited to be part of these dialogues. The problem of this research is constituted from the following question: what are the possible biopolitical intentions of the non-explicitity of the teacher improvement in the National Common Curricular Base? The objective of the thesis was: to investigate the explanation of teacher imrpovement processes in the National Common Curricular Base - BNCC in the biopolitical perspective. The consequences of this objective appear distributed throughout the thesis as follows: in the Introduction, the relevance of the research is explained, through the definition of the problem, the objectives and a brief contextualization of the research object. The second chapter discusses the epistemological and theoretical-methodological assumptions that underlie the development of educational policies, as control devices aimed at social normalization; chapter three presents the construction of conceptual tools to be applied in the analysis processes implemented in the next chapter. In the fourth chapter, the BNCC and the National Teacher Improvement Policy referred to therein are characterized, presenting the documents in their specificities, their organization and elaboration; in the fifth chapter, the intentions of BNCC are analyzed, in the light of a biopolitics perspective, in its consequences and reverberations in the formation of teachers from the categories that emerge in these analysis processes and that were applied in the systematization of the results. The discussion of educational issues through the perspectives of biopolitics, was carried out from Foucault, through the concepts of subject, subjectification processes and biopolitics. From Freire through the problematization of the concepts of education, ontological will to be more and selfbuilding. Through the approximations and distances between Freire and Foucault, the markers of the biopolitical perspective of analysis of the BNCC were highlihted. That is: control and standardization devices contained and embedded in educational guidelines, power relations, possibilities of subjective constitution. Teacher imrpovement was discussed from Tardif and Nóvoa, with the introduction of other authors who discuss the possible frameworks underlying BNCC researches. The methodological strategy of the research was made through monumental analysis, starting with a documentary analysis of the BNCC, transformed into a monument by considering the multiple possible frameworks from the contexts in which an educational policy is created, enunciates, implements and reverberates. As a result, it is stated that teacher imrpovement policies were not made explicit in the BNCC text, more than that, that there is an intentional exclusion of teacher imrpovement in the document from the lens of biopolitics. This exclusion ends up undermining the relevance of teachers and reducing their political action; strengthen the contexts as the “school's as a business”; disqualify education and ensure the verticalization of teaching processes. [resumo fornecido pelo autor]