Recados da Escola - narrativas docentes e políticas públicas. O que a escola tem a dizer sobre si?

Abstract

The school is a privileged space for child socialization. In this space, the teaching profession develops, and teachers continue to build their training processes, as education professionals and social actors, re-signifying their daily practices and the school environment. The work carried out in schools, silently and daily, challenges the feeling of crisis, generated by liquid modernity and in contemporary times, invites us to question the meanings of the knowledge produced there. This article reflects on the initial training of Chemistry teachers, regarding school as one of the loci of professional learning of these subjects. It emphasizes how teachers signify and re-signify educational policies, especially the BNCC, as it modifies teaching and the school environment. For this, we put in dialogue narratives of three Chemistry teachers who work in public schools, seeking to inquire about the crossings of their initial training into their daily professional practices. Their narratives testify that in the school environment numerous challenges hinder the participation of teachers in policy formation processes. This impediment reverts into a silencing that pushes teachers to be absent from implementing these policies. Such absence weakens the collective character of teaching. It leaves a gap for advancing educational policies that accentuates the historical social inequalities in countries like ours instead of improving General Education. Research participants recognize the importance of involvement in producing policies aimed at schools and advocate institutional space to reflect on the aspects that permeate their professional activities and training.