Negotiation of curricular policies-practices: teachers’ professional development oriented towards curricular decision-making

ABSTRACT This paper aims to highlight the possibilities and impossibilities of policies/programs negotiation processes to contribute to the teachers’ professional development oriented towards curricular decision-making. Using the defense of autonomy of the exercise of teaching enactment, it is considered that professional development permeates the idea of teachers constituting themselves as curricular decision-makers, understood as capacity for action that is developed from the articulation between individual efforts of the subject, available resources and contextual factors. The theoretical-methodological orientation is based on the unstable and undecidable relationship between particularity and universality. The locus of data collection on curricular policies/practices was the municipality of Caruaru, located in the state of Pernambuco, Brazil, with the material available on the Caruaru Platform Instituto Qualidade no Ensino (IQE) [Quality in Teaching Institute] and the IQE official website. The analysis of these materials shows disputes around the meaning of curricular policies/practices in this municipality built from the discourses of global educational reforms and national policies that have been proposing, through curricular standardization, the attempt to close the production of contextual curricular responses. However, despite these limitations, it is believed that there is a possibility for teachers to act in the structure gaps to dispute, along with policies, other meanings of teaching enactment that stimulate professional development based on autonomy and considering teaching knowledge.

摘要 本研究旨在阐明政策与项目谈判流程在支撑面向课程决策的教师专业发展时的可行空间与现实局限。本研究秉持对教学践行自主权的捍卫立场，提出教师专业发展贯穿于“教师成长为课程决策者”这一核心理念，而课程决策能力作为一种行动能力，是经由主体个体努力、可获取资源与情境因素三者间的协同互动逐步形成的。本研究的理论与方法论取向，建立在特殊性与普遍性之间不稳定且难以界定的关系基础之上。本研究针对课程政策与实践的数据采集场域设于巴西伯南布哥州卡鲁阿鲁市，相关研究素材均来自卡鲁阿鲁教学质量研究所（Instituto Qualidade no Ensino, IQE）平台与IQE官方网站。对上述素材的分析显示，该市围绕课程政策与实践的内涵存在诸多争议，此类争议源自全球教育改革与国家政策的话语体系——后者通过课程标准化举措，试图压制情境化课程回应的生成空间。尽管存在上述局限，本研究仍认为，教师可借由制度缝隙展开行动，与政策博弈，重构教学践行的其他内涵：这类重构将以自主权为核心，并依托教学专业知识助力教师专业发展。