The Relationship Between Curricular Policy And Teacher Professionalism: Tensions From The Shaping Of The Curriculum

Abstract

The article is derived from the research "The relationship between curricular policy and teacher professionalism: tensions from the shaping of the curriculum" developed under the qualitative perspective and the collective case study methodology. Its purpose is to reveal the paradoxical relationship between teacher policy and professionalism during the shaping phase. It initially presents a conceptual development that supports the subsequent discussion on the contradictions between the prescribed curriculum and institutional contexts, admitting that the incorporation of politics in school is not instrumental, but rather involves a complex practice conveyed through processes of interpretation and translation. In this problematic situation, the possibility of a creative relationship based on the demand for autonomy and professional development of teachers is recognized.