THE UNTESTED FEASIBILITY IN THE DEMOCRATIZATION OF THE SCHOOL IN TIME OF DEPRIVATION OF RIGHTS

Abstract

Building a public, democratic and quality school has been the goal and struggle of many educators. Throughout history there have been many achievements. But corporatism, developmentalism, and exacerbated capitalism have hampered this process. In the current scenario, in our Nation, we live in a period of loss of rights, setbacks and oppression. What can we do? Complain, shrug our sholders and let it go? No, we must continue the fight. The objective of this text is to discuss possibilities of working with the democratization of curriculum proposals and practices, using in its argument the concept untested feasibility (FREIRE, 2005), and the concept of policy enactment (BALL et al., 2012). The analysis of the data indicates that the Reading Project contributed to the teachers in a typical state school realizing that the limiting situations (goals and pressures) imposed by the education department could not paralyze them and dictate their work. Thus, they maintained the literacy methodology that had already been appropriate and was working and continued to strengthen personal relationships through dialogue. They had regular meetings to discuss the work. We conclude that looking at the untested feasibility, the school sought to balance its pedagogical project with the goals and pressures imposed by the Education Department.