Ambivalent discursive movements surrounding teaching practices:
polítical-institutional demands and everyday school life
Keywords:
Curriculum. Curriculum policies and practices. Discourse theory. Teaching practice.Abstract
This research falls within the field of practical curriculum policies and their effects on teaching practices. Thus, we set as our general research objective to understand the discursive movements that permeate everyday school life and highlight the intrinsic relationship between teaching practices and polítical-institutional determinations. To this end, we use Laclau and Mouffe's (2015) discourse theory to understand the curriculum as a construction derived from a network of meanings, supported by authors such as Lopes and Alba (2014), Thiesen (2021), and Moreira (2024). The results indicate that the similarity between the common curriculum bases and the state curriculum, where, on the one hand, it contributes to standardization and hierarchization, and on the other, it reveals the incessant attempt to break with everyday needs. It is thus understood that teachers, even in a movement to adapt practices, may or may not reinforce the objectives pursued by these hegemonic policies.
