A voz docente na construção do currículo escolar

Abstract

The present study aims at analyzing the process of participation of teachers when building the school curriculum, trying to identify and understand how those teachers’ voice arise while concept that helps us to understand how their participation occurs in the process of conception and development of school curriculum. With this purpose, it is necessary to analyze the teachers’ conception about school curriculum, how the process of building curriculum in schools occurs where they actuate, as well as we try to analyze if their voices are heard in this building. This study is founded in assumptions of curriculum critical theory, based in Giroux theories (1988) which sustains, in a decisive way, the participation of teachers in the process of curriculum building; in Apple (2006), who brings us an analyze of what is hidden in the process of curriculum building to production and standardization to maintain the social control; and Sacristán contributions (2013), that point the importance of giving support to researches done with and about the teachers concerning the school curriculum development. This work is backed by the assumptions of qualitative research with emphasis in constructive interpretation. In this way, we use the semi structured interview as an instrument of information collection, using 19 teachers egress of a Pedagogy graduation, who actuate as children’s education teachers. Beginning from the construction of the signification core, from indicators and pre-indicators, it was possible to make the analyze and interpretation of data, where we recognized that the teachers conceptualize the curriculum as a prescribed form, a script of teaching activity to be followed, as a concept or as a practice, result of a rooted curricular tradition. It was verified that some schools present shortcoming in valorization and promotion of spaces for dialogue, concerning to the voice of teacher in this building, we verify that the most interviewed teachers emphasize that their voices are not heard and this moment of curriculum building is only a reproduction of what was produced the year before, limiting the participation and the autonomy. In this way, we concluded that school structures do not contribute to the teachers’ action with autonomy, reducing the possibilities of democratic decisions making related to the building of school curriculum. Thereby, it is necessary to consider that there is still a long way to run in order to have the teachers’ voices heard, once we still live in an ambience of rhetorical participation of teachers when building the school curriculum, although they are conscious of these notions.