Resumo

BORGES, Juliana Diniz Gutierres  e  GARCIA, Maria Manuela Alves. Teaching Professionality in curricular policies for Preschool Education in Brazil: Caregiver? Teacher? Caregiver-teacher?. Rev. Diálogo Educ. [online]. 2023, vol.23, n.76, pp.601-626.  Epub 05-Abr-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.076.ao06.

This paper investigates from the perspective of the Political Theory of Discourse, by Ernesto Laclau and Chantal Mouffe, the discursive articulations of different agents and organizations that, in Brazil, disputed hegemony about the educational professionality for Preschool Education in the context of production of the National Curriculum Guidelines for Preschool Education - DCNEI (BRASIL, 2009) and the National Curriculum Guidelines - BNCC (BRASIL, 2018). As a research strategy, discursive formations were used, bringing out the contingencies that made possible the constitution of certain discourses in the face of an antagonistic exterior. It is assumed that multiple discursive formations about childhood, of teaching being and acting, it let traces in these documents, highlighting the precarity of senses that stabilized, being, however, impossible the fixation of a specific sense and last of this teaching and its professional education, by the existence of other renunciative that disputed hegemony, threaten and antagonize in the political processes. One bets in the decentralization of individuals. Children and teachers of Preschool Education exist through the relations that stablish among them, always in specific contexts. The identifications are constructed and reconstructed in specific and mutable contexts. They are constituted in hybrid and juxtaposed processes, dynamically and fluidly built. Studying curricular policies from this discursive approach made it possible to displace the articulations of meanings and the reconfiguration of instituted teaching modes, destabilizing structures seen as stable.

Palavras-chave : Curricular policies; Education; Preschool Education; Theory of Discourse; Professionality.

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