Development of educational policy discourses along the time: epistemological elements for the analysis of the official text recontextualization process
DOI:
https://doi.org/10.5212/PraxEduc.v.9i2.0010Abstract
This study discusses the development of education policy critical analysis, focusing on theoretical and analytical contributions of poststructuralist perspectives proposed by Stephen Ball and its origin and articulation within the concept of recontextualization of discourse proposed by Bernstein Basil (1996) to capture the emergence and development of educational policy discourses over time. Based on the references provided, research is presented into the history of 14 years of the schooling organized in cycle policy, in a municipal system of the state of Rio de Janeiro, in which the process of recontextualization of discourses included in official texts is analyzed. These approaches were relevant in that they allowed the researchers to understand the policy within the processes of disputes over meaning, therefore, unstable and subject to several different objectives in its discourses.
Keywords: Critical policy analysis. Policy texts. Recontextualization of discourses.
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