O fazer docente de língua portuguesa: uma análise contrastiva dos discursos de profissionais atuantes na educação básica e a BNCC

Abstract

This research aims to study Portuguese teaching (daily actions and activities) and has the main objective to contrast two discourses: the Base Nacional Curricular Comum and 17 written reports of public teachers (ex-students of ProfLetras – UFJF). These discourses have, in society, different influences, voices, and power. Therefore, the main objective of this study is to understand: what we do as a teachers and what the Base foresees as teaching work. Trying to understand the history that led us to BNCC, the paradoxical process of schooling in Brazil is discussed, as well as the democratization of teaching. The ideas of Apple (2006, 2017) and Freitas (2018) provide insight into today’s dominant voices in education. The debates about the construction of educational curricula are made of the ideas of APPLE (1979/2006), ARROYO (2013), SILVA (1999), SOARES (1998) also help us to understand what is at stake in these processes. In addition, we try to comprehend what it means to be a Portuguese teacher, discussing aspects such as the complexity of teaching, images, deprivations, the precariousness, the search for recognition, the professionalization, and intellectuality. The methodological procedures start from the main frames (FILLMORE, 1977, 1982, 2009) in each discourse for further interpretive analysis between the document and the written reports. The study of BNCC results reveals that a Portuguese teacher reproduces instructions made by another without a voice and is silenced by the voices in an educational scenario. The Portuguese teacher, in conclusion, is not allowed to occupy the curriculum territory. The analysis of teachers' reports, obtained via Google Forms, presented an intellectual, participatory professional who works the language from the axes of Portuguese language teaching. In addition, this professional is exhausted by excessive work, working not just in the classroom. It seems like an objective silent who treats with language and can help construct critical, autonomous, and emancipatory thoughts. The voice of teachers from public schools is the last one to be heard. So It is necessary to invest in courses to form critical new teachers and actualizations courses for teachers to provide knowledge about your area and strengthen debates about your class and voices. According to Arroyo (2013), If we do not control the curriculum, the curriculum will contain us. A critical formation to form, in the same way, critical citizens.