CURRICULAR AUTONOMY IN INTEGRAL FULL-TIME EDUCATION

between prescriptions and challenges

Abstract

The new curricular policies and the partnership between Santa Catarina State department of Education – SED and Ayrton Senna Institute (IAS) resulted in the implementation of the Integral Full-time Education program (EMITI). Considering this partnership, this production aims to discuss and reflect on the perception of teachers who work at EMITI about the challenges in building curricular autonomy regarding the use of Systematization Notebooks and Lesson the Plan Guideline (OPAs). From a qualitative methodological perspective, this investigation involved the application of a questionnaire, with open-ended and closed-ended questions, to the 28 teachers who work in the program in the city of Joinville - SC. The analysis articulates the answers to closed-ended questions by means of a scale of values called Likert, organized in five levels, whereas open-ended questions in light of the theoretical framework of policies and curricular studies. From the analysis of the guiding materials and the perception of teachers related to the construction of curricular autonomy in teaching planning, it was found that the challenges faced by teachers working at EMITI result from the prescriptions of materials made available by IAS. The conditions provided in the investigation allow us to infer that, aware of the regulations, teachers believe they have curricular autonomy, but it is directly conditioned by the expressive prescriptive degree of the didactic materials used, which implies regulated curricular autonomy.