The place of curriculum practices before the advance of private logic on the public sector: the Emiti in Santa Catarina

Abstract

Political and, mainly, economical factors have been affecting educational policies, influencing the functioning of education systems, which in a utilitarian and economist point of view has promoted an advance of private logic over the public sector. The issue to be addressed focuses on the meaning of the adoption of an educational proposal from a private institution in the context of public education. This article aims to discuss the place of teachers’ curricular practices in integral High School- Full Time High School (Emiti), considering the partnership of Santa Catarina State Department of Education with the Ayrton Senna Institute. The research, with a qualitative approach, was developed through interviews with teachers of a public high school in the state. The theoretical framework contemplates curriculum studies, in terms of policies and practices. The discussion is based on the perception of these teachers about their curricular practices regarding the proposal of the Ayrton Senna Institute. The results indicate difficulties in adapting the infrastructure to enable proposals that do not recognize local realitiesand to restriction of the curricular autonomy of the teachers.