BNCC, education and silencing of meanings: among the discoursive evidence, the stabilized and misconception on social networks

Abstract

The National Common Core Curriculum (BNCC) consists of a normative document for the Educational area, published in 2017 for the segments of Early Childhood Education and Elementary Education; and, in 2018, for the Upper Secondary Education (High School) segment, which had its final version approved in 2018, comprising all Basic Education. Thus, the selection of the BNCC as an object for a discursive analysis, which is a recent educational legislation, is justified by the impacts and developments already established in Brazilian education, in addition to future consequences, since the BNCC, which is a normative and prescriptive document for a common core curriculum in basic education, will guide and determine the educational process from, among other aspects, an imposing character and a discursive functioning of stabilizing meanings. Therefore, the question-problem that guides this research is: how is education discoursed at the BNCC and what discoursive confrontations are established, based on this document discoursive circulation in digital and social networks? From this inquiry, we established the following auxiliary questions: (i) what ideological and discoursive formations do determine the said (and unsaid) of the discoursive process in question? (ii) How do readers subjectify themselves in the comments section of digital posts about BNCC? Our general objective is to analyze the education discoursiveness in the BNCC and the confrontations established from the circulation of this document in digital media. The theoretical framework that supports this research is the Discourse Analysis (DA) founded by Pêcheux, in addition to other DA scholars. Moreover, contributions from the theoretical field of Education, Social Sciences and digital discourse are relevant. The corpus consisted of twenty-nine discoursive sequences, distributed in seven clippings, made – by screen shots – from excerpts from the official BNCC document, published on the Ministry of Education (MEC) website, as well as posts from/about the BNCC, published on several platforms, such as Youtube and Facebook. Thereby, the discoursive process is also affected by the conditions of production and circulation of the digital discourse. The analysis movements occurred from the tension of the clash between description and interpretation (PÊCHEUX, 2015). Results indicate that the Neoliberal Ideological Education rule the alliance, in the BNCC discourse, among the Pedagogical, Legal and Government discoursive formation (DFs) which are characterized in the document by an authoritarian discourse (ORLANDI, 2006). In this direction, the BNCC joins the universe of logically stabilized discourses (PÊCHEUX, 2015); in the discourse, the document – the base – works as a guarantee for the solution of Brazilian educational problems, with promises of equity, student protagonism and social inclusion. However, education – textualized in the speech with the appearance of heterogeneity works in a homogeneous way – erases social cultural and regional inequalities in the country, besides the poor structural conditions of schools, problems with teacher training, cuts and lack of funds for Education, violence, among other severe social issues that affect the educational process; with effects of transparency, homogeneity and silencing of meanings. Nevertheless, considering the power game of memory and the ideological clashes in digital networks, an (in)tense movement of meanings and subjects is established in the discoursive process, with paraphrastic and polysemic effects. That is, through the holes in the networks, the educational discourse of the BNCC logical univocity is confronted in digital media, the silencing is broken by the voices of internet users and, thus, the displacement of meanings and resistance to the BNCC homogenizing discourse.