Resumo

OLIVEIRA, Veronica Borges de  e  JESUS, Ana Paula de. Making “rationality” tremble: disruptive notes about BNC-Formação. Sér.-Estud. [online]. 2020, vol.25, n.55, pp.31-50.  Epub 01-Abr-2021. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v0i0.1494.

This article aims to discuss the logic of scientific rationality that marks curricular policies for teacher education. We problematize the guidelines defended in curricular policies, in defense of discourses of efficiency/effectiveness as responses to society’s demands for quality education. Our theoretical-strategic framework incorporates post-structural perspective discussions in the curriculum − the “logics approach” − more specifically, phantasmatic logic. Given the fruitful dialogue with Laclau and Mouffe, Glynos, and Howarth, in a discursive perspective, we operate with the approach of social, political, and phantasmatic logic. We argue that collision mechanisms “of rationality”, through the reconfiguration of teaching scenarios and challenges, present themselves as powerful disruptive operators in the field of Teacher Education. Our strategy goes through other readings of the curricular documents − Opinion CNE/CP n. 22/2019, also called BNC- Formação, which reviews the National Curriculum Guidelines for the Initial Teacher Training for Basic Education and establishes the Common National Base for the Initial Formation of Basic Education Teachers. Our final considerations point to the radical problematization of the evidence discourse in the field of teacher education.

Palavras-chave : curriculum policies; teacher education; BNC-Formação; “Logics Approach”.

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