Dialogical Analysis of Discourse: Ideological positions that mobilize curriculum decisions of a basic education teacher
Abstract
The teachers’ curriculum decisions allow them to give pertinence to what is taught in the schools, because through these decisions the teachers can adapt or reconstruct the externally prescribed curriculum according to the situation of each classroom. However, curriculum decisions are neither neutral nor mechanical, on the contrary the ideological positions held by teachers, like other political and sociocultural factors, contribute to develop certain teacher approaches to curriculum decision-making. Considering this, the purpose of this study was to demonstrate the ideological positions in teachers discourse that mobilize curriculum decision-making at the classroom level in the case of a basic education teacher. To this end, the Dialogical Analysis of the Discourse model was applied to a semi-structured interview conducted with this teacher. The results of this research make it possible to identify that the teacher's curriculum decision-making moves around a common ideological core that is curricular flexibility, which is conditioned by three aspects: the teacher's own experience, the design of the national curriculum and the conditions of the educational institution. As conclusion, in the discourse of the studied teacher, as a novice teacher, who works with a curriculum that qualifies as overloaded and highly prescriptive, in the context of an institution focused on compliance and results, prevails a more rigid an technical ideological position when making curriculum decisions, which tend to be more reproductive than adaptive and constructive.
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