Narrativas del profesorado: la experiencia del curriculum neoliberal en docentes de Brasil y Chile

Abstract

The text intends to show, through the narratives of the teachers, how the national curriculum policies in Brazil and Chile are marked by entities and organizations such as the World Bank (WB), the Inter-American Development Bank (IDB) and the United States Organization. Americans (OEI). The objective was to point out how some elements of these policies are manifested in the Brazilian and Chilean experience in certain curricular policy documents for basic education, teacher training and practice. The study methodology is based on narrative inquiry, through which we have constructed and analyzed teacher stories that allow intertwining the professional and pedagogical experiences of these two groups of teachers in Brazil and Chile. The commitment to dialogue with experiences frame reflections on how these national curricular policies continue to implement a curriculum that tries to silence the voices of teachers. Although they are fragile, the narratives reveal that the teachers know what the policies intend and those who find a space for collective work try to transcend, in some way, seeking the quality of relevant education for the students.