O discurso ideológico dos programas de formação continuada de professores que ensinam Ciências nos anos iniciais no município de Campo Grande/MS

• Ano de defesa: 2024
• Autor(a) principal: Oliveira, Cátia Fabiane Reis Castro de
• Orientador(a): Machado, Vera de Mattos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Políticas Curriculares; Currículo; BNCC
• Área do conhecimento CNPq: Ensino-Aprendizagem
• Link de acesso: https://repositorio.ufms.br/handle/123456789/8682

This thesis belongs to the Teacher Training research line and given the recent changes in the country's curricular policies, we see the need to analyze the continuing training programs for teachers who teach Natural Sciences in the initial years of elementary school, from the implementation of the BNCC, as a normative document for school curricula, verifying the ideological discourse contained in the training programs. To this end, we carried out a qualitative-based research, which used bibliographical research, documentary research between 2018 and 2021 and field collection through a structured script for interviews with teacher trainers from these institutions, and the data was analyzed in the light of Discourse Analysis, from the French line. The problem question that led this study was “How were the continuing training programs of SED-MS and SEMED-Campo Grande/MS created for teachers who teach Natural Sciences in the initial years of elementary school, based on the implementation of the BNCC?”The thesis presented in the research is that the constitution of a continuing teacher training program represents the ordering of public curricular policies in force in Brazil, so that the historical, social, economic and political conditions allow us to say that these documents They also followed a neoliberal and neotechnicist conception of education as stated in the BNCC. Thus, with the theoretical contribution of authors such as Sacristán (1998; 2013) who discusses curriculum, Contreras (2012) and Zeichner (1993) who address teacher training, the final results indicate that the neoliberal ideological discourse of continuing education programs of teachers who teach Science in the initial years in the city of Campo Grande/MS is a discourse of disqualification of teaching through ideas such as the lack of quality in public education, which reinforces the feeling of impotence, causing illnesses such as burnout, falls social prestige among others; that continued training is necessary to teach/correct what teachers do not know/do, highlighting with emphasis an objectification of the teacher and the silencing and invalidation of teachers, with an emphasis on regulating the teacher's work. These speeches cause the effects of the teacher's sense of invisibility, erasure of their criticality, since they use public education as a means of implementing a neoliberal education project legitimized in the ideology of the discourse of official documents such as their respective training policies. continuation of teachers and the state and municipal school curriculum. The formulation of the speech is verbal, significant through the written text of state and municipal curriculum policies and oral with significant from the audio recordings of the interviews carried out. The circulation of this ideological discourse occurs through the official websites of SED/MS and SEMED/Campo Grande/MS disseminated in their respective formations. Therefore, the continued training of teachers from a critical and dialogic perspective can be an alternative to counteract the current situation, making the formative moments a movement of resistance to neoliberal hegemony and its curricular proposal for teaching Science in the early years.