Innovative high school teaching: proposal’s translation in practice context

Abstract

This article discusses the process of 'translation' of High School Program Innovator (ProEMI) in a state public school of Rio Grande do Norte. We demonstrate, from the analytical framework of Stephen Ball policy cycle (2011), elements that enable curricular policy to be 'translated' in their contexts. We take the term 'translation' in a post-structuralist perspective, as a process that starts from the supplementation of an official policy, modifying it, creating 'scales' that occupy a momentary void of meaning that filled empower other 'translation' in walking policy (Derrida, 2005). Thus, in the process of translation, the texts are reinvented, not as a copy but as a new text. We started this work for a review of the concept of 'translation' and the discussion of the elements of the policy cycle as well as present in the official proposal ProEMI (2009/2010). Following through semi-structured interviews with the technical-pedagogical staff from school, we analyze some possibilities of the policy in the practical context. Thus, we see the proposal of supplementation process from the senses and contextual demands of the various forces that interfere in the school routine.