TEACHING AUTONOMY FROM THE PERSPECTIVE OF THE CURRÍCULO PAULISTA:

LIMITS AND POSSIBILITIES

Abstract

Education has been worked with the same mercantile logic for years, which seeks to homogenize students, disregarding their desires, experiences and culture. Therefore, this work questioned how autonomous educators can be in their roles, so that they can free themselves from this role. The State's investment in reducing the autonomy of educators through teaching materials that the State itself is responsible for producing, supplying and monitoring their use was also questioned. For this reason, an analysis was made of the Currículo Paulista, material used throughout the State of São Paulo, with the purpose of meeting its objectives. To this end, a documentary analysis was carried out based on the qualitative research method, through three parameters based on Freire's conceptions of education, which consist of epistemological protagonism, authorship of teaching material and methodological freedom. Thus, it was possible to highlight how the Currículo Paulista fulfills its role of maintaining the neoliberal ideology, which has shaped the State of São Paulo for years, and contributes to the formation of market-ready subjects who are conformed to social injustices.