Uma análise das formações imaginárias: a noção de sujeito-aluno a partir dos efeitos de sentido materializados no discurso da BNCC (2018)

Abstract

The theoretical underpinning of this research is French discourse analysis. In this way, the theoretical assumptions are based on Althusser (1992), outlining the perspective of ideology in society; Mussalim (2012), in his contributions to the development of the research area; Orlandi (2015) and Pêcheux (1995), with reference to the main guiding aspects of the basis of discourse analysis and Lopes and Macedo (2011), with perceptions of curriculum in the educational sphere. From this point of view, the work analyzes the imaginary formations about the subject-student that permeate the materialized discourse of the National Common Curricular Base-BNCC (2018). Thus, through the analysis of the corpus in the materialization and historicity of the BNCC (2018), the research highlights, in the discourse, the imaginary formations in the constitution of the institutionalized subject-student; as well as discussing how the BNCC presents in its discourse an ideology that falls on the formulation of teaching in Brazil. In addition, the study highlights the perceptions and conditioning factors surrounding the discourses permeated by the curriculum as an

ideological apparatus which is aligned with the idealized perspectives of the subject- student. In this way, 6 (six) discursive clippings will be analyzed that materialize the

notion of the imaginary about the subject-student according to the theoretical device mentioned, from the reading of the items corresponding to the introduction and chapter 4 (four) which is destined to the curricular parameters of Elementary School present in the BNCC. The results of the analysis show that there is evidence of essentially ideological and imaginary constructions about the student that are rooted and historicized in the discourse of the BNCC.