UNDIME'S PERFORMANCE IN THE COMMON CURRICULAR NATIONAL BASE

analyzing joints

Abstract

The  text  is  constructed  with  reference  to some  concerns  that  destabilize  us  in  the  course  of researchers   in   the   field   of   curriculum   and,   more precisely,  in  the  field  of  curricular  policies.  The  search for understanding, based on the theoretical contribution that we dialogue, politics as a process of signification  and  representation,  leads  us  to  distance ourselves  from  political  analysis  that  anchor  in  the centralization  of  power  and  the  idea  of hegemony  in the  light  of  consensus.  Beyond  this  perspective,  we anchor   our   analysis   in   a   poststructural   matrix   to conceive  political  actors  as  creators  ofmeanings  in politics,  which  are  in  permanent  process  of  discursive articulation    and    in    scenarios    of    provisional    and contingent   hegemonies.   We   aim   to   analyze   the discourses    of    the    National    Union    of    Municipal Education     Officers     (UNDIME)     on     the     National Curricular   Common   Base   and   on   the   role   of   the municipality in the "implementation" of this policy. The National   Curricular   Common   Base,   as   a   curriculum policy,  unfolds  in  different  discourses,  which  tend  to produce  signifiers  that  serve  as  nodal  points,  such  as the  quality  of  education  and  the  right  to  education. Through  a  fertile  theoretical  dialogue  and  support  in Discourse  Theory,  we  point  out  the  production  of discursive strategies that become hybrid in the search for a national curriculum.