Reformas curriculares no campo educativo: Políticas e práticas educacionais cotidianas e limites da perspectiva aplicacionista

The process of building educational policies has caused tensions that reverberate in difficulties in analyzing and considering curricular practices, especially in contexts of social inequality. Educational policies and practices are at the interface between the political and educational fields, and are laden with disputes, conflicts and interests permeated by the search for the monopoly of power. The aim of this study was to theoretically investigate the modes of understanding, constitution, analysis and translation of daily educational policies and practices and their relation to political and educational fields and with the different social agents in that processes. The analyzes circumscribed three axes: 1) understanding the context of educational reforms; 2) analysis of the limits of the application paradigm of educational policies; 3) propositions of other paradigms for educational policies and practices today. It is concluded that the paradigmatic rupture of the ways of conceiving and making educational policies and practices that could break technical rationality and broaden the understandings of the policy cycle is very important, allowing the consolidation of curricular authorship and the valorization of the practice as a structuring locus of the teachers’ work.