Sentidos de docência produzidos no contexto das produções acadêmicas no estado do Maranhão e na região sul do Brasil entre os anos de 2016 e 2020

Abstract

This thesis has as main objective to identify, describe and analyze the meanings of teaching, produced in the context of academic productions on educational policies, carried out in the state of Maranhão and in the southern region of Brazil, in the period between 2016 and 2020. Based on the theoretical fields of Studies in Teaching and Studies in Educational Policies, in articulation with the post-structuralist perspective, a meta-research was developed, research on research, operating with the concepts of teaching and language to analyze a set of academic productions carried out in the state of Maranhão and in the southern region of Brazil, from 2016 to 2020. The main authors who supported the analyzes are: Ball (2002; 2013; 2014); Biesta (2013; 2015); Dal’Igna (2014; 2017; 2023); Dal’Igna; Fabris (2015); Fabris; Dal’Igna (2013; 2017); Foucault (1995; 2003a; 2003b; 2007); Gatti (2001; 2007); Mainardes (2018; 2021); Tello; Mainardes (2015); Meyer (2014); Pimenta (2000; 2005); Roldão (2007); Silveira (2019); Veiga-Neto (2003; 2011; 2015; 2017). By articulating objective, theories and methodology, three recurrent themes in academic productions were mapped: teaching, BNCC and educational policies, which were used to select the final documents that made up the empirical corpus of this research. The sustained thesis is that the meanings of teaching are constructed in academic productions analyzed by the processes of silencing and naturalization about what is meant by teaching. When approaching teaching marked by trends arising from educational policies, such as the BNCC, academic productions end up reinforcing a fading of teaching.