REFORMA DO ENSINO MÉDIO

TRADUÇÕES DOCENTES DIANTE A POLÍTICA

Abstract

This research aims to analyze how a policy is influenced by different aspects in the context of practice during its implementation process and, mainly, how the teachers and managers of three pilot schools from a federal government program, created with the purpose of implementing the Law 13.415/17, act on it, identifying the different roles, actions and commitments in the interpretation and translation processes. Considering the research question: How is the prescribed policy translated and interpreted by teachers and managers in the school routine? In this regard, the perspective of the Policy Cycle and the Theory of Policy Action were used based on the reference Ball, Maguire and Braun (2016). This is a qualitative research, based on conducting and analyzing individual conversations, interviews and conversation circles with nineteen teachers and four education managers, considering three schools located in Santa Catarina State. As a result, three roles of political actors and their respective work with public policies were identified, based on the theory developed by Ball, Maguire and Braun (2016), such as: the Involved, the Skeptical and the Impartial. It was concluded that the educational policies are not “implemented”, but rather that there is the creation of secondary adjustments, translations, interpretations and reinterpretations of their text in the context of practice, which is understood as a space of “production” of solutions and alternatives to try to do something with the policies proposed by government sectors.