Abstract
This article aims to examine curriculum policies and educational research – specially the science education and mathematics ones when they focus on teaching practices. Theoretical contributions regarding teaching autonomy are used in the article to analyse both curriculum policies documents and research production in this area. This analysis suggests that a number of them diminish teaching instead of reassure it in professional basis. On one hand the article argues that curriculum policies, which attach curriculum to large-scale exams, control teachers practices through the use of managements, meritocracy, ranking, prizes and the use of curriculum materials homogenously designed. On the other hand, the article suggests that educational research guided by normativity 1 Este artigo e fruto da aula inaugural da autora no Programa de Pos-Graduacao em Educacao em Ciencias e Matematica do Instituto de Educacao da UFRRJ, em 17 de abril de 2015.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
