Resumen

SCHIABEL, Daniela  y  FELICIO, Helena Maria dos Santos. (RE)CONSTRUCTION OF CURRICULUM IN ACTION: FACILITATING AND RESTRICTING ELEMENTS OF TEACHER AUTONOMY. e-Curriculum [online]. 2018, vol.16, n.3, pp.831-856. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2018v16i3p831-856.

This paper analyzes how teacher’s autonomy is configured in the process of (re)construction of the school curriculum, in Elementary School I, of a Municipal School in the hinterland of Minas Gerais. The study is based on the conception of curriculum as a project and on the understanding of the active teacher role that is set in possibility and/or autonomy, that the teacher has to transform the prescribed curriculum into moments of knowledge construction and more significant learning to him/herself and to the students. This work is supported by qualitative research assumptions focused on content analyzes. Documentary analysis, participant observation in pedagogic meetings and semi-structured interviews were used as instruments for the information collection. From data interpretation, categorization and analyses it was possible to verify that the Brazilian legislation assures teacher participation and autonomy in the (re)construction process of the curriculum in the school routine. However, attempts to curtail this autonomy were noted, mainly when the official curriculum is assumed without proper contextualization. It was also verified that teachers exercise the autonomy at the moment of the curriculum in action, taking into account the students’ learning process. Thus, it is concluded that the exercise of autonomy in the (re)construction of the curriculum in school daily life is formed in a game of strength and power between legal, administrative and pedagogical spheres, in which teachers project their own possibilities of professional autonomy.

Palabras clave : Curriculum; Teacher autonomy; Curriculum in action.

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