Professor, que currículo é esse? Percepções sobre autonomia, saberes e formação docente no ensino fundamental

Abstract

This study addresses knowledge, training and teachers‘ autonomy in curriculum production in the municipal schools of Petrópolis, in the state of Rio de Janeiro. The theoretical foundation of the research is supported by scholars of the curriculum: Sacristán (2017), Arroyo (2013), Goodson (1996, 2018), Apple (2008, 2013), Young (2014), Lopes and Macedo (2011) and Silva ( 2019); in authors who discuss teaching autonomy, such as: Contreras (2012), Freire (2018, 2005) and Albino (2018); and scholars of teacher education and knowledge, such as: Tardif (2014), Tardif and Raymond (2000), Gauthier et al. (2013), Freire (2005, 2018), Nóvoa (1992, 1995), Pimenta (2012), Giroux and McLaren (2013) and Imbérnon (2009; 2011). The objective was to understand how elementary school teachers in the municipal schools of Petrópolis think of an autonomous practice in mediating curricula practiced in schools and how their knowledge, training and practices influence the development of teaching autonomy and curriculum production. We opted for a qualitative approach, due to the possibility of attributing subjective interpretations to the study. The methodological procedures included: the selection and analysis of curriculum documents for the first and second segments of the municipal elementary school of Petrópolis; applying a questionnaire and conducting interviews with teachers working in the municipal elementary schools in Petrópolis; and the development of workshops with teachers in this municipality. The documents were analyzed considering: knowledge, learning rights, autonomy, teaching methodologies, considerations with the learning subjects and socio-cultural reality. The analysis pointed to the absence of discussions about the process of building and implementing curriculum proposals in schools. Most participating teachers identified the current curriculum proposal as the school curriculum and considered the adaptations made by them in these documents as an exercise in autonomy. These teachers thought that elaborating their knowledge helps in the development of autonomy. The professors highlighted the importance of continuing and in service education to develop autonomously and expand their teaching knowledge, through reflection on and in practice. It points out the contingency of teachers' autonomy and the relevance of the exercise of autonomy in the daily life of schools for the construction of teachers‘ knowledge and professional identity.