QUANDO MUDAR SIGNIFICA PERPETUAR: OS EFEITOS DE UMA POLÍTICA EDUCACIONAL PARA O ENSINO MÉDIO BRASILEIRO

Abstract

Recognizing the possibility of interpretation any and all public policy is subject and based on the theory of Stephen Ball and collaborators who argue that policies have effects instead of simply results, we aim to analyze the effects of changes that have occurred since the implantation and implementation of the Innovative High School Program - ProEMI which, despite not being a public policy, is considered as an important movement and a constituent part of the educational policy for Brazilian High School - EM. Since this program focuses on innovations provided to the school community, especially curricular ones. For the construction of the data, we used documentary research - which focused on official documents related to the program and on non-participant observation, which took place in about 30 hours, in an EM school on the coast of Santa Catarina, linked to the state public network, that had the program implemented and implemented. The analysis carried out leads us to believe that the policy was recreated in the context of the practice and the implementation of this program contributed to the perpetuation of an already celebrated practice. What contributes to the defense of the thesis that the proposal for curricular innovation of the Innovative High School Program was not fully configured in the context of practice. We can say, then, that what we saw was a policy constituted by the school, different from the initial one, constituted for the school.