“THE ESSENTIAL IS TO KEEP LEARNING”

the curricular policy of the city of São Paulo in 2020-2021

Abstract

The paper takes as its starting point the different organizational models that operate in schools and their relationship with the normative dimension of policies - models decreed, interpreted, recreated and practiced, which are articulated in a complex relationship of legitimation, adherence and normative infidelities in the daily life of institutions, applying this reference to the analysis of the curricular policies of the municipality of São Paulo during the COVID-19 pandemic crisis, structured on the basis of the City Curriculum. The analysis ranged from general and local normative documents to testimonies about practices, through interviews with educators from the schools surveyed. The analysis was organized into four aspects of curriculum policy implementation: the school's political-pedagogical project (PPP), teacher training, teaching materials and assessment. Thus, considering the debate about managerial reforms in education, this paper aims to analyze the practices mobilized in schools based on the specific normative guidelines issued in 2020 and 2021. With a focus on understanding the notion of “learning objectives”, it discusses, based on the literature, the implications of this in the curricular policies implemented in Brazil, taking as a field of analysis the curricular guidelines of the municipality of São Paulo and the way in which these guidelines mobilized school organization, affecting the notion of Education and school management in times of crisis.