EDUCATIONAL REFORMS AND SCHOOL CULTURE

the appropriation of the normative devices for the schools

Abstract

The aim of this article was to discuss the appropriation processes carried out by the schools facing an education reform. Analyze the curricular reform of the secondary education and it investigates, initially, the composition of the official speech taking like reference the propositions around the ideas of interdisciplinarity and contextuality associated to the proposal of curricular organization for competences. The normative references are discussed in the context of the movements of appropriation produced in the interior of the schools, considered a process of re-contextuality, according to Basil Berstein. The analysis shows what the schools re-interpret re-mean and attribute personal meanings to the prescriptive devices, for times different from the original propositions.