<strong>THE TEACHERS’ ENGAGEMENT WITH KNOWLEDGE IN A STANDARDIZED LITERACY CURRICULUM PROPOSAL: REFLECTIONS ON THE “READ AND WRITE PROGRAM”</strong>

Abstract

The article introduces some outcomes of a research carried out along the years of 2007 and 2008, in São Paulo’s elementary state schools during the implementation of the “Read and Write Program” and analyses the teachers’ engagement with the contents of this standardized literacy curriculum proposal. In order to do so, it also examines the management pattern followed by the local government authorities to conduct this educational policy and the Program theoretical and pedagogical assumptions, underlining some political and epistemological contradictions of this project. Then it exposes findings on the professional profile of the teachers directly involved with the official program and raises issues on the educators’ pedagogical autonomy in the context of the monitoring policies of education. Eventually, the paper points out the constituent elements of the teachers’ engagement with knowledge as a theoretical subject of the teacher training field of investigation.