Autonomia docente na perspectiva do Currículo Paulista: limites e possibilidades

Abstract

Education has been working by the same mercantile logic for years, which seeks to homogenize the students, disregarding their wishes, experiences and culture. Therefore, in this work it was questioned how autonomous educators can be in their formation, so they can deviate from this path. Likewise, this work also aimed to question the State’s role in educator’s autonomy, reflecting about how public teaching materials can contribute to decreasing teaching autonomy, since it is the State’s role to produce, provide and verify if its materials are being applied. For this reason, it was made an analysis of the Currículo Paulista, a material that is used throughout the state network of the State of São Paulo, to understand its objectives and how it intends to achieve them. For this, it was developed a documental analysis based on the qualitative research method, using three parameters based on Freire's conceptions of education: epistemological protagonism; methodological freedom and authorship of the didactic material itself. Thus, it was possible to highlight how Currículo Paulista fulfills its role of maintaining the neoliberal ideology, which has shaped the state of São Paulo for years, aiming to form people ready for the job market, already docile and resigned to social injustices.