This present study analyzes the discursive formations of the implementation of the Common
National Curriculum Base (BNCC) in elementary education in the early years in Maranhão
territory, based on the positioning of teachers, in different social positions, involved in the
process. It also investigates the discursive game in the implementation of the Curriculum
Document of the Maranhense Territory (DCTMA) in the municipal education network of
Imperatriz, Maranhão, as well as the intertwined relationships between curriculum, literacy
and the place of maranhensidade as a pedagogical practice. As a theoretical-methodological
parameter, the conceptions of Foucault (2002,2008,2010) were adopted, which have the
discursive field as an archeology of knowledge constituted by relationships of different
practices, knowledge and power forces. In parallel, official documents that govern education
policies were also mobilized as a theoretical and documental basis, specifically those that
supported the creation and structuring of the basic curriculum. Thus, paths are followed
anchored in the paradigms of integrative research, of the educational case study type, and, as
an instrument of analysis, the use of an interview, of the agenda type, and the open and closed
questionnaire, subdivided into a qualitative corpus and quantitative. The research subjects
were composed of two groups: A and B. The group A represents the 9 teachers with the social
position of management: 1 articulated, 1 coordinator and 7 pedagogical trainers. The group B
represents 160 teachers from the early years who work in the classroom. Thus, both the
materiality, the conditions of possibilities of the documents, and the discursive forces of the
positions of the subject-teachers are problematized. Throughout the analyses, it is noted that
the circulation of BNCC in Maranhão territory had signs of control discourses of the type of
interdiction, will to truth, comment and rarefaction. The results showed a diversity of teachers'
positions with marks of the hierarchy of social relations and forces. The DCTMA brought
theoretical and practical mobilizations for the teaching of Empress, as well as the possibility
of inserting Maranhense in the educational field. The research path provided a reflexive
exercise to understand the discourse as an archeology, weaving of connected threads, in which
the place where one speaks constitutes a subject and a heterogeneous discursive practice,
marked by the relationship between knowledge, history and power. Based on the results and
theoretical and documental mobilizations, it was possible to take the lead in the positions of
the teachers involved in the implementation of the BNCC and the DCTMA, highlighting the
conceptions, challenges and conditions of possibilities for the creation of documents with
dialogues on what is expected and how to effective in elementary school early years.
Therefore, a path is outlined in which analyzing the discourse implies interpreting the subjects
speaking and the formations of when the discursive saying and what is said are
(inter)legitimized through discursive forces, power and knowledge.
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