This paper deals with the process of choosing the Portuguese-language textbook, in the light
of Foucault's (1979, 2012) theories of knowledge and power, with the objective of analyzing
the discursive position of Portuguese-speaking teacher at the fundamental and middle levels
The task of making the choice of the textbook, which will be adopted by him in the
classroom. The textbook is a material of extreme relevance for the teaching and learning
process. And taking into account this relevance of the textbook for teaching, the National
Textbook Plan (PNLD) is one of the programs of the federal government that makes the
purchase and distribution of this didactic material. The program provides a rigorous process
of selecting and choosing the textbook. In this process of choice, the teacher is one of the
main participants, since he is given the task of making the final choice of the textbook that
will be used by him and his students. The teacher becomes responsible for this choice, which
is considered a relevant choice. As a result, we ask ourselves: Given this responsibility that is
given to the teacher, to what extent is this choice made up of the PNLD principles? The
theoretical framework in which we are affiliated recognizes that every individual is endowed
with knowledge and power, that power permeates all spheres of society, power is in micro
institutions. Thus, we consider that the discursive position of the teacher is constituted and
crossed by knowledge and power. Knowledge corresponds to the meanings related to
historicity that establishes effects of truth, and power is related to knowledge. The analyzes
show that in the discourses of the research participants there is a discursive position
constituted of knowledge and power and with deflagrations of resistance in order to redo the
process of choosing the textbook.
|
