Abstract

MESQUITA, Silvana Soares de Araujo. THE CENTRALITY OF THE ROLE OF HIGH SCHOOL TEACHERS IN THE RECONFIGURATION OF CURRICULUM AND PROFESSION. e-Curriculum [online]. 2019, vol.17, n.1, pp.230-255.  Epub Aug 05, 2019. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i1p230-255.

This text aims to understand how High School teachers conceive the teaching profession, from their role in (re)configuring the school curriculum. The analyzes are the results of a research on the centrality of the role of teachers in working with young people from a High School in the outskirts of Rio de Janeiro. The data were produced through the application of questionnaires to the teachers of the school (69) and to the students of the last grade (341), interviews of managers (4) and teachers indicated by the students (4), besides observation of the classes (60 hours). It is understood that the teachers’ conceptions of the objectives of High School education are directed towards curricular choices, orient their pedagogical practices and (re)configure the profession itself. It identifies teachers with new curricular approaches that adopt a reflexive and contextualized practice. These teachers break with the cycle of curricular repetitions, building a new culture of teaching marked by a professional conception of teaching and by a motivating role of the teacher. The text is structured on four axes: between the objectives of the school and the culture of teaching; What to teach? From the selection of contents to the contextualization of learning; the influence of education and experience on teaching; the “game of conceptions” among high school teachers. It is concluded that the teacher is a great architect of the curricular construction that materializes in the schools. Hence the importance of building a curriculum with the school and its subjects and not to the school.

Keywords : Teacher Profession; High school; Curriculum; Conceptions.

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