Representação social de professores de língua portuguesa sobre currículo no período de implantação da BNCC do ensino fundamental.

Abstract

This study discusses about social representation and curriculum, which relies on the field of Applied Linguistics. Considering the importance of this topic for the comprehension of teaching practice, it starts from the comprehension that the school curriculum is a multi-cultural, subjective, multi-referential and multidimensional object (MALTA, 2013). It has been seeing also “as a complex cultural woven through ideologically oriented and organized relations” (Macedo, 2013, p. 26). Thus, it had supposed that the concept this professional has of a document so important for school sphere seems to be decisive for the orientation of its practice; therefore, this research approaches the meanings constituted by that professional on curriculum and the Base Nacional Comum Curricular (BNCC), homologated in 2017. Consequently, it has been necessary to know the social representations of these individuals on this document that in the reception and implementation phase. Then, it is been selected a main question: What social representation an undergraduate in Letters and Portuguese professors present about the curriculum in the context of reception of the BNCC? To answer this question, it has defined as the general aim to analyze the social representation of undergraduate in Letters and teachers of Portuguese on curriculum. And as specific objectives: 1) Discover the social representation of curriculum demonstrated by professors and undergraduates in the area of Portuguese Language; and, 2) Describe the social representation related to the proposal of curriculum for the teaching of Portuguese Language in middle school II presented by BNCC. In order to fulfill the objectives, the study was based on the contributions of Macedo (2013), Moreira (1999; 2007; 2012), Silva (2017) who deal with studies in the field of curriculum, and authors such as Moscovici (2007), Farr (1995) and Marques (2006) for understanding social representations. The data collection plan of this research has been centered on the guidelines of qualitative paradigm that allows the consolidation of exploratory researches such as this one, and has carried out in two stages with the collaboration of undergraduates in Letters, teachers of private schools, teachers of the public education, and state curriculum writers. The data has been generated in two phases, the first one corresponding to the identification of the subjects and their previous knowledge about curriculum, and the second, of exploration, in which it has been deepen in the questions through semi-structured interviews. Data analysis reveals that teachers in private schools and undergraduates understand the curriculum as a prescription. The teachers of public schools understand it as a teaching action. Regarding the BNCC, the data reveal that there is a diffuse representation about this official document, since it is seen as a document to get to know, what means that the subjects know about the existence of this document, but do not have a transubjective representation built on it.