Contradictions, heterogeneity and ideological formations

contributions from a discursive analysis of the BNCC - elementary school (language area)

Abstract

This article is the result of a research carried out at Instituto Federal de São Paulo (IFSP), campus Campos do Jordão, through its research group named Language, Literature and Education (LLE). Our goal was to propose a critical-reflective and discursive reading of the Common National Curriculum Base (BNCC), a normative document that establishes parameters for the construction of Brazilian education core curricula.  In addition to deepening the literature review on the topic, we carried out analyzes on the discursive formation of the aforementioned document through the theoretical-methodological devices of the French Discourse Analysis (AD), especially supported by Pêcheux and Foucault concepts, coined throughout their studies. This type of analysis seeks to highlight the meanings of the discourse in certain socio-historical and ideological conditions of production. We delimited for the analysis the introduction of the BNCC and the items that deal with the process of mother tongue teaching in Elementary School. As a result, the analytical work revealed, broadly, discursive formations that align the Base to the neoliberal ideals and the Pedagogy of learning to learn, which, therefore, distances it from critical theories of education, although there were enunciative strategies, materialized in the text, which sought to promote dialogue between conceptions and even to soften the contradictions between different projects for the formation of subjects. Specifically, the analyzes were organized in axes, according to which we observed the discursive conflicts that deal with technology, literacy, vision of language and teaching of reading. We conclude that these conflicts indicate theoretical and ideological contradictions, denouncing social voices that disputed space in the engendering of the BNCC; a dispute marked by prioritizing the interests of private groups that actively participated in the document's approval process.