POLÍTICA CURRICULAR E HEGEMONIA: um olhar sobre as disciplinas língua portuguesa e educação física.

This paper proposes a reflection on the notion of hegemony, developed by Laclau and Mouffe in its relations with curriculum research. The approach developed allows to understand, in the broad field of curriculum policy of the BNCC, different hegemonies. For this article, two of them will be highlighted: the new literacies and multiliteracies, associated with the Portuguese Language (LP); and the sport, in the Physical Education (PE) component. The Discourse Theory composes the research strategy, along with the appropriations made, mainly, by Alice Lopes and Elizabeth Macedo for research in the field of curriculum policies. Based on this theory, the public policy of curriculum in which the BNCC is constituted is problematized. It is pondered that the curriculum centralization defended through hegemonized discourses in the two highlighted components is justified by a supposed approach to the reality of young people, while it projects the idea that the education that takes place in schools is unattractive, contentbased, and disconnected from the student's world. It is considered that, although the BNCC-LP and BNCCEF seek a curriculum stabilization, assuming the possibility of control over what happens in schools, the movement towards the closure of social meanings is not possible. We conclude by pointing out that the curriculum components LP and EF are always subject to resignifications in the field of discourse, in the different contexts in which they are interpreted, which reiterates the defense of a more democratic and plural curriculum, whose meaning cannot be closed once and for all. [ABSTRACT FROM AUTHOR]