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@article{When governance limits: challenges of teaching practice in face of educational public policy constraints_2026, volume={29}, url={https://revistas.uepg.br/index.php/olhardeprofessor/article/view/25014}, DOI={10.5212/OlharProfr.v.29.25014.001}, abstractNote={
This article aims to analyze the impacts of certain Brazilian educational policies aimed at basic education and the limits they impose on teacher’s classroom practices. To this end, legislation regulating pedagogical practice was examined, highlighting the interests that guide its formulation and implementation. This theoretical and bibliographic research sought to understand the objectives of these educational policies and their effects on everyday school life, adopting International Relations as an analytical lens that is still relatively underexplored in articulation with the field of education. The theoretical framework is organized into two axes: the first discusses the importance of teacher autonomy and the role of the teacher based on Cultural-Historical Theory; the second mobilizes classical Marxism to reflect on the precarization of teaching work, emphasizing the re-signification of the school within a productivist logic. In this context, large-scale assessment mechanisms are problematized as forms of control over teaching work and as elements that directly interfere with the didactic mediation carried out by teachers in the classroom. The analysis was based on legal documents that directly affect teaching work, seeking to contribute to a critical understanding of the limits and possibilities of teachers’ action within the current capitalist educational structure.
}, number={1}, journal={Olhar de Professor}, year={2026}, month={Mar.}, pages={1–23} }