Formação docente e projetos de sociedade
DOI:
https://doi.org/10.21573/vol23n22007.19125Abstract
Este ensaio aplica a teoria do discurso (LACLEU; MOUFEE, 1985) na análise da profissionalização docente. Considera o debate sobre a delimitação da jurisdição da docência, ou seja, sobre o conjunto de conhecimentos e práticas requeridos para a aprendizagem do aluno; e que a análise do processo de construção de sentidos relacionada à docência constitui rico caminho de apreensão das mudanças sociais no campo da educação escolar. A recuperação do processo de construção dos sentidos em disputa ou negociados entre a comunidade acadêmica e a esfera governamental revela o quanto a profissionalização da docência no Brasil, remete, explicita ou implicitamente, à luta pela hegemonia de determinados projetos de sociedade e apenas secundariamente à delimitação de uma jurisdição específica.
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