Resumo

ARAUJO, Kátia Costa Lima Corrêa de. POTENTIALITIES OF THE DISCOURSE THEORY TO ANALYZE THE CURRICULAR POLICY OF TEACHER TRAINING (1996-2006): DEMANDS, ANTAGONISMS AND HEGEMONY. e-Curriculum [online]. 2019, vol.17, n.3, pp.1144-1169.  Epub 28-Out-2019. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i3p1144-1169.

In this paper, the potentiality of the discourse theory to analyze the curricular policy debate of teacher training (1996-2006) is discussed, considering demands, antagonisms and hegemony. It is about the results of a research whose object of study was the debate of the curricular policy of teacher training and the senses of the supervised internship (1996-2006). In line with the theory of discourse, the thesis that this debate is a field of discursive articulation and hegemonic disputes of significance around projects of society, education and curriculum for teacher training is advocated. Specifically, it is identified the demands, antagonisms and hegemonic disputes of significance in the documents of the ‘Associação Nacional pela Formação dos Profissionais da Educação’ (ANFOPE) - National Association for the Formation of Education Professionals -, and the hegemonic processes based on the logic of equivalence and difference in the curriculum documents of the Ministry of Education / National Council of Education is analyzed. A method of analysis based on Laclau and Mouffe’s (1987) theoretical framework of discourse theory was analyzed, from the perspective of the problematization/deconstruction of discourses, demonstrating how their hegemonization operates.

Palavras-chave : Curricular policy; Teacher training; National common base; Hegemony.

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