Parcerias público-privadas

ressignificações docentes em uma escola no Rio Grande do Norte

Abstract

The present text deals with processes of resistance and resignification operated in teaching practice, by education professionals, in the face of the development of a Full-Time High School (EMTI) project, in a state public school, in Mossoró, Rio Grande From north. The project, called Escola da Escolha, was carried out through a partnership between the government and a private entity (the Institute of Co-responsibility for Education - ICE). As a methodology, interviews were carried out with school professionals and the Training Notebooks produced by ICE were analyzed, in which we found the foundations, objectives and methodology of execution of its proposal. As a theoretical contribution, it is considered, mainly, the contributions of Ball (2005 and 2009), for whom the process of “putting into practice” a policy does not obey a linear line of execution from top to bottom, but is permeated by complex bundles of interpretation, performance and translation, operated by the subjects, within the school units themselves. Thus, the text reflects the perspective that teachers, as members of the process of production of curricular policies, work in it by perforating and re-signifying the prescriptions that are brought to them from external bodies (the Education Department and the Private Institute), thus building micro processes that non-passively redefine the power-knowledge relations foreseen in the management of curricular policies emanating from public-private partnerships.