High School Curriculum Policy in the State Public School System of Cáceres, MT: Challenges Faced by Teachers and Administrators During Implementation
Curriculum Policy. Policy Cycle. National Core. High School.
Curriculum policy, far from being a neutral process, reflects the power relations and values of a society. For this reason, the analysis of public policies should focus not only on the formulation of their discourses but also on the active interpretation that professionals give to these texts, establishing the link between theory and practice. In this way, this research aims to analyse the challenges teachers and administrators face in the process of implementing the high school curriculum policy in the state school network of Cáceres. The study adopts curriculum and curriculum policy theories as its theoretical framework, highlighting the contributions of Lopes and Macedo and Tomaz Tadeu da Silva (2011), which provide the foundation for the investigation. Regarding methodology, the research uses a qualitative approach, based on the continuous policy cycle proposed by Stephen Ball and his collaborators. The methodological procedures include document analysis, classroom observation, and semi-structured interviews, which will be conducted with teachers and administrators. These procedures aim to deepen the understanding of the implementation of curriculum policy in practice. It is expected that this study will contribute to the discussion by bringing new perspectives and reflections that can help in the development and updating of curriculum policies.