ANALYSIS OF THE CREATION OF THE CURRICULAR PROPOSAL FOR SANTA CATARINA FROM A POLICY CYCLE PERSPECTIVE

Abstract

This article interprets the constitution of the historic phases of the Curricular Proposal for Santa Catarina from the “policy cycle approach” perspective developed by Stephen Ball and others, which analyzes how public educational policies are constituted in various contexts. Supported by this approach, and by Basil Bernstein’s concept of recontextualization, the author interprets the experience of Santa Catarina curricular policy considering, above all, the contexts of influence, textual production and practice, understanding that this curricular policy is shaped by processes of recontextualization in the form of creation, transfer and translation of discourses and political texts. The article presents some of the results of a study about curricular policy underway at the Education Center of the Federal University at Santa Catarina.