Didactic practice: between programming, manipulation, and adjustment

Abstract

This paper aims at explaining the transformations that have been imposed on the didactic practice of Brazilian teachers in the light of the discourse of change strengthened by Brazil’s Parâmetros Curriculares Nacionais (1998) and, more recently, by the Base Nacional Comum Curricular (2018). To do this, we present, in the framework of Discursive Semiotics and Sociosemiotics, a rational view of teaching activity conceived as a semiotic practice, in other words, an action that builds in its unfolding the meaning of a situation governed by codes of conduct, norms and (pre-)established procedures. To that end, we will examine the changes that occurred in the dynamics of narrative functioning from a traditional didactic-pedagogical perspective to this renewed one. We hope to collaborate thus with the need for clarification and dissemination on this topic, showing that this much-demanded transformation of teaching practice in Basic Education lies on the shifting from the class as a teaching path of the teacher-subject’s performance, to the learning path of the student-subject, that is, from monologue to dialogue, to the shared construction of skills and competences.