Resizing the initial years of elementary education in public schools in Mato Grosso: the founding mystical authority in the context of BNCC policy

Abstract

Supported by Derrida's post-structuralism and its discussion in curriculum theory, we focus on the injunctive rhetoric in what is called Resizing in education in Mato Grosso. We intend to interpret the discursive practice in childhood policy, highlighting the attempts to fix meanings on the Collaboration Regime syntagm. We argue that the approval of the National Common Curricular Base in Brazil authorizes the meaning of quality education as the teaching of common evaluable knowledge, giving impetus to actions based on the violent mystical authority that tends to take such meaning as given. In this sense, the Resizing seems to seek to make the responsibility of the federated entities seen outlined with the compulsory transfer of enrollments to the municipalities. It also produces not knowing, which blocks articulation and reactivity, obliterating democracy. To expose the discussion, we discuss Derrida's deconstruction in the investigation of curriculum policies, highlighting the gesture to be operated in the text and, afterwards, we present four sections that give shape to a chained problematization: the rhetorical strategies that impact schooled childhood in Mato Grosso,  the (not) knowledge that circulates about the Resizing, the nurseries in MT state: a story that people have little knowledge about.