DISCOURSES VEILED/REVEALED:A DIALOGICAL ANALYSIS OF THE NEW GUIDELINES TO TEACHER EDUCATION

ABSTRACT In July of 2015, the Ministry of Education approved the new National Curricular Guidelines for Initial and Continuing Teacher Education of Elementary and Secondary Education in Brazil, revoking the guidelines of 2002, instituted by the Resolution of the National Council of Education CNE/CP n. 01/2002. Under the perspective of Bakhtinian dialogical theory, this article focuses on the dialogical relations engendered in Regulation CNE/CP n. 2/2015 that presents new guidelines observing the evaluative positioning of enunciators in relation to the discourse of education for competencies. It analyses the dialogical relations that the Regulation CNE/CP n. 2/2015 establishes with the Regulation CNE/CP n. 009/2001 - that supports the revoked guidelines -, and with the official discourses mobilized in the text, which refer to teacher education geared to the competencies. The analysis shows that at the same time the discourse of Regulation CNE/CP n. 2/2015 tries to deny the connection with the model of education based on competencies - erasing and substituting terms related to it - it has great convergence with the revoked guidelines, which took the concept of competencies as the nucleus for teacher education.

摘要 2015年7月，巴西教育部批准了全新的《中小学初任与在职教师教育国家课程指南》，同时废止了由全国教育委员会（National Council of Education, CNE/CP）第01/2002号决议制定的2002版指南。本文基于巴赫金对话理论（Bakhtinian Dialogical Theory）视角，聚焦CNE/CP第2/2015号条例中生成的对话性关系：该条例提出全新指南，着重关注表述者针对以能力为本的教育话语所采取的评价性立场。本文分析了CNE/CP第2/2015号条例与支持此前被废止指南的CNE/CP第009/2001号条例之间，以及该条例文本中所援引的、与能力导向教师教育相关的官方话语之间所构建的对话性关系。分析结果表明，CNE/CP第2/2015号条例的话语体系一方面试图否认自身与以能力为本的教育模式之间的关联——通过删改并替换相关术语达成这一目的——另一方面却与此前以能力概念作为教师教育核心的被废止指南存在高度契合之处。