Experiências docentes nas políticas de não-reprovação no município de Niterói:o que mudou?

Abstract

This review aims to investigate and analyze how the sense of school curriculum and evaluation practices were recontextualised after numerous educational reformulations occurred in the city of Niteroi with regard to their choice of school organization in cycles, from the point of view of teachers from different generations who work in the 1st and 2nd cycles of elementary school.The initiative is anchored in the understanding of cycles as curriculum policy, grounded in the perspective from Stephen Ball by bias of the policy cycle approach when analyzing the policy since its implementation to its practice involving the following contexts: the influence context, the context of the production and practical context. In this review I will emphasize the practical context however it is important to emphasize that it is not possible to separate each of them as these contexts are intertwined emphasizing the multi-faceted and complex character of this process. It is clear that the studies on curriculum policies, generally differ from the practice and in this research I make this approach, highlighting the importance and complexity of teaching. From the methodological framework proposed by Ball, it was decided to have as a research strategy document analysis and interviews with the teachers of a municipal school in Niterói who experienced the change of trajectory of ranking the cycle and, from his lines, observe the recontextualising process that permeates the curriculum production concept developed by Bernstein, which has been used as a theoretical framework for analysis of educational and curriculum policies, as proposed by Lopes (2006). The importance of knowing the teaching experiences is emphasized in the field of curriculum studies by authors like Goodson (2008), in this perspective, the policy to be recontextualized by teachers makes sense in practice from personal and professional experience of these teachers, which destabilizes their practices to give sense to the text and discourse in the construction of curriculum policy.Therefore, we search to understand the trajectory of the reorganization process form the Municipal Network of Education of Niterói with the cycles from the authors according to literature review such as Freitas (2003), Fetzner (2007) and Fernandes (2009), seeking to articulate how these proposals relate to different perspectives of evaluation and school curriculum.