Resumo

HENTZ, Isabel Cristina  e  THIESEN, Juares da Silva. THE PLACE OF TEACHERS IN CURRICULUM POLICY: a discussion considering Federal Institutes. Revista Teias [online]. 2022, vol.23, n.71, pp.228-240.  Epub 28-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2022.69887.

The objective of this article is to identify, in the realm of different theoretical traditions that examine curriculum, spaces of action of teachers in the production of curriculum policies. More specifically, it discusses how Federal Institutes organize their curricular micro-policies and locates the participation and action of their teachers in this realm. The text is the result of a theoretical examination of this issue and involves a bibliographic study inserted in the empiric field of two (02) Federal Institutes in Santa Catarina state Brazil. It found that the theory of resistance and post-critical approaches are those that appear to provide references with greater emphasis on the protagonism of the work of teaching in curriculum policy. These two approaches express and interpret the correlations of force between individuals and structure, to not ignore structure, and to reveal the possibilities for action of subjects in production of the social. When these approaches are considered as a reference for thinking of movements of production of curriculum policy that are mobilized at the Federal Institutes, an interesting field of research is opened, especially in relation to spaces for the protagonism of teaching and consequent possibilities for action of these subjects in policy.

Palavras-chave : curriculum policy; teaching activity; federal institutes; curriculum theories.

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