Os movimentos de participação e de resistência aos ciclos de formação na rede pública municipal de Belém: uma análise discursiva e ergológica

Abstract

Since 1997 the Municipal Education Network of Belém has adopted the Training Cycles as a schooling model. The main justification is that this adoption would remedy the still present school failure, as stated in the Curriculum Guidelines for Elementary Education – Cycles III and IV. This document constitutes the basic prescriptions of the Cycles. Thus, we began to observe a very recurrent practice at the Municipal Education Department of Belém - in blaming - directly or indirectly - education workers for this school failure, making up - in this way - our first concern. The second concern arose during a round of conversation with professional colleagues around the word “prescriptions”. After a quick survey, we realized the great distance between the prescribed work and the work performed. The other concerns are related to the fact that, when the author of this research was a professor, the level of resistance to Cycles was high. However, when she started to occupy the position of assistant coordinator, after a process of functional readaptation, this resistance became minimal. Thus, we propose an articulated research between language studies and work studies, whose main objective was to know to what extent the educational worker's speech suggests a movement of participation or resistance regarding the Formation Cycles. To this end, we rely on the discursive notions of Dominique Maingueneau (2006, 2008a, 2008b, 2015), especially in relation to: the Interdiscourse constituted by the crossing of other discourses; to the Enunciative Scene whose reflexive character is represented by the taking of speech, by the discursive practice of the subjects who inscribe their sayings in history, revealing the place from which they speak, socially and ideologically constructed; and the generalized Inter-incomprehension, marked by the lack of discursive understanding in the other's words, that is, communities that listen to one another, but that do not understand each other. These notions maintain a strong harmony with each other, as they constitute a true network of meaning. This work is anchored on an ergological basis focused – mainly – on the postulates of Yves Schwartz (2004, 2010, 2016) regarding his theories about activity, antecedent norms, norms debate, prescribed work and live work. Directly related fundamentals, as activity are permanent occurrences of debates on standards (DI FANTI; BARBOSA, 2016), also known as renormalizations. The prescribed work is represented by antecedent, plastered norms, which are always reworked, a movement that again meets the renormalizations. Living work, therefore, refers to the unfolding of prescribed knowledge, directly related to what is actually performed. This research is classified as exploratory and explanatory, according to Gil (2012), and comprises a methodological path involving documental research by the Curriculum Guidelines for Elementary Education and listening to education professionals (teachers, pedagogical coordinators and directors). The study was guided by an interview script, in which we listened to the most evident issues in moments of tension observed in the professional routine. Our results were constituted through the game of relationships identified by the enunciation of the research participants, which framed a scenario of many disagreements, clashes, as well as between the Municipal Education Department of Belém and the school space, configuring knowledge and practices, distanced, about the System of Cycles, marked – strongly – by a misaligned way of understanding and carrying out the Cycles.