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The contexts of curriculum policy: the experience of the Escola Cabana (1997/2004)

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Author(s): Edna Abreu Barreto | Alice Casimiro Lopes

Journal: Práxis Educativa
ISSN 1809-4031

Volume: 5;
Issue: 2;
Start page: 139;
Date: 2010;
Original page

Keywords: Políticas de currículo | Ciclo de políticas | Escola Cabana | Curriculum Policy | Policy cycle | Escola Cabana

ABSTRACT
This article examines the contexts of production of curriculum policy for the Elementary School in a non-retention program (schooling in cycles), as designed in the city of Belém, state of Pará (Brazil) in the period from 1997 to 2004. The research was based on the investigation of the policy cycle approach (BOWE et al., 1992) and sought to incorporate discursive and textual aspects in the analysis of these politics. The research involved the analysis of documents produced by the City Council of Belém. The methodology considered that not only the contexts of development and influence are intertwined, but that they also embody meanings of the practices observed in the schools. The results indicated some ambiguity regarding the development of the above-referred policy, as the final text emphasized the importance of the context in which the practice takes place, while it also criticized the role of teachers in the process.
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