ANÁLISE ENUNCIATIVA DA DESIGNAÇÃO "PRÁTICAS INOVADORAS" NO PROJETO PEDAGÓGICO PRÁTICAS INOVADORAS II DA SED/MS

Abstract

The objective of this study is to analyze the term “innovative practices” used in the Innovative Practices II Pedagogical Project, approved by the Mato Grosso do Sul State Department of Education through Resolution/SED-MS No. 4,158, dated February 3, 2023. To this end, analyses were carried out within the theoretical-methodological framework proposed by the semantics of Eduardo Guimarães (2002, 2007, 2009, among others), for whom enunciation is conceived as an enunciative event. Based on the idea that “the meaning of an expression can be analyzed as its mode of integration into a statement, as an element of a text” (GUIMARÃES, 2002, p.26), “innovative practices” was analyzed as an expression formed by articulation (GUIMARÃES, 2009) integrated into the statements of the project text from its title onwards. That said, we analyzed enunciative excerpts (GUIMARÃES, 2011) in which “innovative practices” appears articulated and rewritten throughout the project. While “innovative practices” refers to temporary teachers, it also refers to overcoming difficulties that are not temporary in state education, based on the use of active methodologies to contribute to the development of student leadership. These difficulties existed before and increased after the adoption of remote learning during the pandemic, in addition to the problem of learning inequality (which would require the so-called “recomposition of learning”), which arose as a result of this adoption. The meaning of temporary teacher still contradicts the goal of implementing innovative practices in schools. The designation establishes an antonymy with the meaning of “permanent teacher.” The goal, therefore, would be a temporary and not permanent implementation of such practices.