The silencing of basic education teachers by the strategy of making them speak

Abstract This article aims to question the proposal of a Base Nacional Comum Curricular (BNCC; National Curricular Common Basis) as an anti-happening which chokes the possibility of basic education teachers to problematize, while also affirming the curriculum as a complex space of ethical, poetic and political events that enhances inventive learning. This paper uses the association between bibliographic-documentary research and field research in conversations with teachers from two municipal schools, seeking to verify how teachers problematize official documents in their relationship with the curricula of these schools as happening or anti-happening. The article concludes that the experts silence teachers’ voices, in a process of stimulating the participation of teachers in a way through which, by making the teachers speak, the experts’ discourse is legitimized and, under an apparent participation, the teachers remain without any effective decision-making power. The paper concludes, however, that there is indeed a silenced problematization of the process of social subjection to vertically imposed models.

摘要 本文旨在对《全国共同课程基础（National Curricular Common Basis，BNCC）》的推行方案提出质疑，指出其实为一种反生成性事件，扼杀了基础教育教师开展问题化探究的可能性；同时主张课程应作为承载伦理、诗意与政治维度的复杂场域，以此赋能创新性学习。本研究采用文献档案研究与实地访谈相结合的方法，对两所市立学校的教师开展对话调研，旨在探究教师在与学校课程的互动关系中，如何将官方文件视为生成性或反生成性事件，并展开问题化审视。本文研究结论显示，专家群体通过诱导教师参与的方式压制教师话语权：看似邀请教师发声，实则是为合法化自身的话语体系；而在看似参与的表象之下，教师始终未获得任何实质性决策权力。但本研究同时发现，在自上而下推行的社会规训模式进程中，确实存在着被遮蔽的问题化审视之声。