Discursive tendencies in learning within contemporary Brazilian pedagogy

Abstract

The objective of the article is to reflect on and problematize the contemporary processes of naturalization of discourses about learning and their effects in the Brazilian current pedagogical field. This reflection has stemmed from the convergence of different research focused on teaching in contemporary school education and on the theoretical production in the educational field since the Escola Nova movement in Brazil. The empirical body of research consisted of 57 narratives of Brazilian teachers, collected between the years 2012 and 2016, and 90 issues of Revista Brasileira de Estudos Pedagógicos published between the 1940s and 1960s. These different investigative exercises have enabled a reflective reading of the present, as well as an exercise of historical analysis. The conclusions are that, although the Escola Nova movement had proposed an educational renewal by the first half of the 20th century, tendencies exist toward a type of educational proposition that does not discard the pedagogical function of transmission, unlike the pedagogical tendencies that currently prevail. It is also concluded that the revisited teaching practices may be able to operate against the practices of endogenous subjective decomposition, as they occur within the school.