The school curriculum in the full-time school: Senses and meanings attributed by teachers

Abstract

The article aims to analyze and understand the teachers' conceptions about the curriculum in the pedagogical context of the full-time school, considering their active action in the resignification of curricular practices. The research carried out fits into a qualitative approach, of a descriptive-interpretative character and privileged the case study as methodological guidance, whose development took place in a full-time public school in the state public network of Manaus. For data collection, the semi-structured interview was adopted as the main instrument, applied to teachers, privileged subject-participants. Content analysis is a theoretical and methodological approach to the treatment of empirical data. The different meanings attributed to the curriculum, with a view to comprehensive training, show that the curriculum design, from the perspective of the teachers participating in the research, is based on a plasticity of perspectives and a permanent tension between meeting the demands of large-scale evaluations supported by curricular requirements to increase performance, and the values that teachers believe are important for the integral training of students. It was observed that teachers rework and recreate teaching experiences, imposed by full time and, to some extent, resignify the curriculum and pedagogical practices in curricular management situations that are sometimes ambiguous, contradictory and even potentially transformative.