ABSTRACT:
This paper presents the results of research oriented by the objective of knowing the effects of regulatory discourse on the pedagogical recontextualization of knowledge in the development of official curriculum guidelines. Based on principles of discourse analysis, the permanence and changes expressed in the Common National Curricular Base (BRASIL, 2017) are characterized in relation to the conceptions of teaching and learning that were the basis of previous curriculum proposals in the country, materialized in the National Curricular Parameters (BRASIL, 1997). The analysis is based on the reading and discussion of excerpts from these two documents, focusing on the characterization of roles that seem to be attributed to teachers and students. The results show the repositioning, from one historical context to another, of the roles projected for teachers and students in the teaching and learning processes, so as to disregard the agency and the implication of the subjects of the pedagogical work, reducing the didactic relationship to the appropriation of a pre-established set of knowledge. Although it was not the intention of this study, we understand that this investigation and its results bring contributions to the discussions about the norms that come into force in relation to teacher education and also about the function of the school in the formation of students.
Keywords:
Curriculum; Elementary Education; BNCC; Regulatory Discourse