A identidade cultural e social na BNCC (Base Nacional Comum Curricular) e BNCC do Estado do Pará em perspectivas decoloniais: uma crítica do discurso

Abstract

This study initiates with the examination of the sociocultural identity theme within the BNCC (Base Nacional Comum Curricular) of Pará state, alongside other normative curricular documents issued by governmental bodies at both state and national levels, intended for guidance and implementation. The formulation and drafting of these documents suggest that the ideological underpinnings within such texts do not readily accommodate critical discourse or alternative perspectives that challenge their hegemonic power dynamics. Consequently, this research endeavors to analyze the roles assumed by stakeholders within specific institutional contexts through the lens of Critical Discourse Analysis (CDA), particularly employing Fairclough's Relational Dialectical framework (2001). Additionally, it aims to explore how the ideological mechanisms outlined by Thompson (2011) are situated within the textual discourse. Fairclough's conceptualization of identity is juxtaposed with Stuart Hall's (2006) portrayal of cultural identity in postmodernity, enriching the theoretical framework. Official curricular documents serve as the focal point for investigating how discourse shapes meanings, influences identity formation, and impacts social practices, especially within institutional realms such as education and politics, as well as in media and digital platforms. Consequently, the discourse of “constructing”, shaping, or defining identity manifests within curricular proposals and is susceptible to external influences, reproduction, or societal changes.