A reflexividade docente no contexto da atual política educativa da rede Estadual Paulista

Abstract

This research addresses the theme of teacher reflexivity and the current educational policy of the São Paulo state school system, focusing on High School teachers from a public school located in the city of Praia Grande, state of São Paulo. In the context of the current administration of Governor Tarcísio de Freitas (Republicanos), initiated in 2023, there is a noticeable advancement of neoliberal perspectives and the managerialist model of education over the policies and practices of the São Paulo state system. Since the beginning of this administration, the State Education Department, led by Renato Feder, has been implementing new procedures and regulations that directly impact teachers, administrators, and students. These changes have sparked debates and concerns among education professionals, who have been compelled to follow more centralized and rigid guidelines based on an official curriculum, which has limited pedagogical flexibility in the classroom and teaching autonomy. Consequently, this research sought to answer the following question: in what way do the structural, institutional, and pedagogical conditions within the scope of the current educational policy of the São Paulo state system affect the possibility of critical reflection by High School teachers regarding their daily school practice? The research's theoretical foundations include the works of Pimenta and Ghedin (2012), Zeichner (1993), and Freire (1996). Adopting a qualitative approach, the investigation employed the following methodological procedures: document analysis, literature review, and semi-structured interviews. The research results demonstrate that the strengthening of control, standardization, and accountability mechanisms has strained teaching practice, weakening spaces for autonomy and reflection, while simultaneously giving rise to movements of contestation, dialogue, and critical reconstruction of pedagogical work within the school.