Resumo

FRANGELLA, Rita de Cássia Prazeres  e  DIAS, Rosanne Evangelista. Teaching meanings in the ‘BNCC’: Effects for the curriculum of basic education and teacher education/performance. Educação. UNISINOS [online]. 2018, vol.22, n.1, pp.7-15. ISSN 2177-6210.  https://doi.org/10.4013/edu.2018.221.01.

From the affirmation expressed in the texts of different versions (Brasil, 2015b, 2016, 2017a) of the Common National Curriculum Base (called BNCC), our objective is to discuss the meanings that are produced for teacher education/performance. With the support of Ernesto Laclau’s Theory of Discourse, which defends policy as discursive production, we argue the construction of a hegemony around a common base that extends beyond the definition of contents: a base that also conducts and makes common a teaching meaning, in a universalization of both the school curriculum and the education and teaching work, also observing the effects of these discourses and their articulations in the Resolution nº 2 of the CNE, of July 1st, 2015, which defines the National Curricular Guidelines for initial education at higher level. In view of this, we seek to discuss the curriculum conception that unfolds from the premises defended at the BNCC, observing the meanings of curriculum and teaching that it is intended to hegemonize.

Palavras-chave : Curricular Policies; Discourse; Common Base; Teaching.

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