O "Novo" Ensino Médio no contexto da formação técnica profissional e a base nacional comum curricular a partir de inspirações Bernsteinianas e Macedianas: compreendendo a política de currículo com-versando com professores

Abstract

This thesis aims to understand how teachers working in technical education at the Federal Institute of Bahia (IFBA), through the construction of their pedagogical discourses, recontextualize the curriculum policy of the “new” high school within the context of professional technical education, with a view to instituting curriculum acts.More specifically, the following objectives were established: a) to identify, within the official recontextualization field — LDBEN, BNCC, DCNs — the rules that comprise the production, regulation, and distribution of knowledge that constitute the curriculum of the “new” high school in the context of professional technical education; b) to understand to what extent teachers mobilize critical perspectives toward official discourses and construct counter-strategies aimed at authorizing and dismantling regulatory processes; c) to understand how teachers recontextualize the “new” high school policy in the context of professional technical education through their reflective possibilities. As theoretical references, this study adopts the concepts of Basil Bernstein, particularly concerning pedagogical discourse and recontextualization, as well as the theoretical perspective of Roberto Sidnei Macedo, specifically regarding the notion of curriculum acts. Methodologically, the research is based of the Fench Discourse Analysis proposed by Michel Pêcheux, which analyzes discourse at three levels –subject , meaning, and indeology- combined with na ethnocontrastive methodological approach,whose foundational elemento is ensions and contradictions througt the ways in which teachers intitute curriculum acts. Trought ethnomethods, teachers translate their teaching practices and assing meaning to the regulatory processes embedded in curriculum policies. These ethnomethods reveal how teachers negotiate meanings between official prescriptions and their pedagogical conceptions, creating conditions for autonomy in the system’s gaps –expressed through the process of negatricityand developing practices that challeng the market –oriented and exclusionary logic of education.