“ARRIVING AT SCHOOL: NOW IT' S ME AND THEM”

the meaning of docency in the curricular policies in focus

Abstract

The article problematizes, based on an institutional research about the production of curricular policies in a network municipal schools, how those policies thematize the teacher's role in their elaboration, attributting meaning to docency in relation to the curriculum, what could be observed in the tension between teacher as curriculum producer and teacher as curriculum implementer. In the study development, we present the theoretical framework that sustains the analysis, highlighting the contribution of Ernesto Laclau, from whom we draw the conception of curriculum policy as a politicaldiscoursive practice. We argue that analysis of curriculum policies needs to be understood as an articulatory practice, in movements of negotiation and confrontation, in the contingent policy production. Thus, we argue that discourses and confrontations occur in the political production of the meaning of docency in the curricular policies investigated.