PROBLEMATIZATION AND COUNTER-CONDUCT IN THE CREATION OF A CURRICULUM TO ADDRESS AGE-GRADE DISTORTION

Abstract

This article aims to analyze the effects of the curriculum and assessment in a project directed to face age-grade distortion in the final years of primary education, in the south of Brazil, during the implementation of the Common National Curricular Base (BNCC - Base Nacional Comum Curricular). Foucault's notions of problematization and counter-conduct were used to generate empiria through a focus group with teachers from one of the schools that joined the project in 2012. The results show that when teachers move away from the "application" of the BNCC, building their own curricula and opt for assessments that consider all learning aspects of their students, they end up operating with the problematization, thus performing counter-conduct. Such behavior allows developing a yet-to-be curriculum, removing students from the position of "age-grade distorted", that is, secluded in school, to build positions of learning student-subjects who follow the school flow.