REFLECTIONS ON AESTHETICS AND ETHICS IN THE PRESENTATION OF THE GAÚCHO CURRICULAR REFERENCE (RCG)

Abstract

Educational policy documents are relevant in inducing school praxis, as well as in the challenges related to their understanding, such as the ethics and aesthetics that make up such regulations. In this sense, the present work is an presentation of the results of a master's research project within the Educational Policies line of the Graduate Studies Program in Education at Universidade Federal da Fronteira Sul (UFFS) - Chapecó-SC Campus. The core material of the research was the study of the introductory part of the Gaúcho Curriculum Reference (RCG) document, which presents structuring notions of the normative set of education in the state of Rio Grande do Sul. In this context, the research question was: How is the est(etic) perspective presented in the introductory text of the Gaúcho Curriculum Reference (RCG) as a signaling aspect of ethics in school education? Along this path, ethical aspects presented to school education in the RCG introductory text were problematized. With support from theorists in the field of education, educational policies and language - among them Paulo Freire, Mikhail Bakhtin, Roque Moraes and Jefferson Mainardes, we sought to investigate the RCG, as well as the aesthetics and ethics presented in the document. The methodology that supported the research was based on dialogical hermeneutics, using aspects of Discursive Textual Analysis, considering interfaces with unitarization, categorization and metatext for the study of textualized data in the RCG. The aesthetic (ethical) set resulted in the emergence of categories that highlighted the importance of understanding ethics in education, presented as constitutive of the subjects. In this sense, it was possible to observe notions of curricular individualization, attributing aspects to the school that indicate training based on individualization and competition.