Resumo

TURA, Maria de Lourdes Rangel. The construction of school curriculum and the protagonism of teachers and students. e-Curriculum [online]. 2016, vol.14, n.4, pp.1193-1212. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2016v14i4p1193.

This text aims to analyze, from data collected in an ethnographic research, the construction of the curriculum in a public elementary school in Rio de Janeiro city. In this context, it's important to distinguish the accelerated socio-political and technological changes of the time we live in and their impact in the field of education, which has led to the proliferation of curriculum policies and new standards for external evaluation of school performance. They are in focus the multiple identities and cultures that teachers and students in the school were resignifying and recontextualizing curricular proposals that are strongly linked to external evaluation processes. The study was based on the concepts of recontextualisation by hybridism, as formulated by Alice Casimiro Lopes, and performativity, discussed by Stephen Ball and Gert Biesta. Noteworthy is the teacher and student protagonism facing the new regulations, pedagogical proposals and the pursuit of the Department of Education to achieve good student performance standards of the school network.

Palavras-chave : Curriculum Policies; External Evaluation of Educational Achievemen; Curriculum Construction.

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