Models of teacher and student sustained on official documents

From the PCNs to BNCC

Abstract

This paper presents results of a research that aims at knowing the effects of regulatory discourse on the pedagogical recontextualization of knowledge. Based on the principles of discursive analysis, the permanences and changes expressed in the National Common Curricular Base (BRASIL, 2017) are characterized in relation to the concepts of teaching and learning that previously supported the curricular proposals in this country, systematized in the National Curriculum Parameters (BRAZIL), 1997). The analysis is based on discussing excerpts from these two curricular documents, focusing on the characterization of roles that seem to be attributed to teachers and students. The results show the repositioning, from one historical context to another, of functions to be performed by teachers and students in the teaching and learning processes, in order to disregard their agentivity and implication in the pedagogical work. The didactic relationship is then reduced, in this context, to the appropriation of a pre-established set of knowledge. Although it was not the purpose of this paper, we propose that this investigation and its results contribute to the discussions about the norms that come into force in relation to teachers training and also about the role of the school in pupils' education.