POLÍTICAS CURRICULARES EM PORTUGAL NA SEGUNDA DÉCADA DO SÉCULO XXI: entre lógicas de regulação compósitas e deslocamentos da ação educativa para o coletivo da escola

Abstract

The article analyzes the centrality of the teacher expressed in the political proposals for curricular autonomy and flexibility and for an Inclusive Education, underway since 2017/2018 in Portugal, in their relationship with possible logics of regulation. Methodologically centered on the analysis of these policies, this article aims to unveil and problematize the centrality that teachers “occupy” in them. It is concluded that, as the discourses are more directed to the school, they denounce a shift in the burden of responsibility for the curricular decision from the individual (teacher) to the collective (school) showing, at the same time, a logic of hybrid / composite work regulation teachers, based on centralized and demanded orders.