Autonomy and reform in school

new routes of the learning-teaching processes in Brazil

Abstract

This paper aims to reflect on the principle of pedagogical autonomy granted to Brazilian schools and teaching networks by the current National Education Law (LDB). It discusses the concept of an open school, defined as institutions where teaching extends beyond traditional classroom walls, annual grades, and separate subjects. The paper highlights "Escola da Ponte," founded by José Pacheco 30 years ago in Lisbon, Portugal, as a prime example. Its pedagogical project eliminates division by classes and school years. The article also examines Brazilian initiatives based on the open school concept and analyzes how the autonomy conferred by the LDB contributes to the development of projects that can renew pedagogical practices and establish new interpretations of teaching methodology. In conclusion, the article asserts that in recent years, Brazilian schools have significantly increased their pedagogical diversity and plurality, outlining the pathways through which this transformation has occurred.