The approach of the Policy Cycle in the study of the curriculum policy of the municipal education network of Uruguaiana/RS

Abstract

This article discusses curriculum policies, exploring Stephen Ball's (1992) Policy Cycle approach, as interpreted by Mainardes (2006). The study aims to understand the process of creation and implementation of curriculum policies, focusing on the Guidance Document of the Municipal Territory of Uruguaiana/RS (DOTMU), from the perspective of the Coordinators of the Municipal Education Network of Uruguaiana. The methodology used was document analysis, centered on the DOTMU as the corpus of analysis. Supported by the Policy Cycle approach, the study analyzes the DOTMU in the three contexts proposed by the authors: Context of Influence, Context of Text Production, and Context of Practice. After the analysis, especially in the Context of Practice, weaknesses were identified even with the participation of education professionals in the construction of the DOTMU. The effective implementation of a living and conscious curriculum, based on intentional planning, represents a continuous challenge. However, the DOTMU reveals potentialities by being perceived by professionals as an organizing means of pedagogical practice, standing out for its theoretical consistency and democratic formulation, contributing to the educational journey in the schools of the Municipal Education Network of Uruguaiana.