Trabalho colaborativo de autoria no ciclo autoral: institucionalização, avanços e desafios (2014 -2025)

Abstract

Collaborative Authorship, as a pedagogical practice, seeks to link the curriculum to citizenship education, promoting educational practices that value authorship, critical reflection, and social intervention. In this sense, the objective of this study is to map and analyze the normative and pedagogical documents that underpin this approach, seeking to understand how the proposal has become institutionalized over time, as well as to identify continuities, advances, and challenges. To this end, qualitative and analytical documentary research was employed. The documentary corpus consisted exclusively of publications by the São Paulo Municipal Education Secretariat between 2014 and 2025, including technical notes, ordinances, navigation plans, normative instructions, and curriculum versions. The results of the research show that Collaborative Authorship Work has undergone a process of progressive consolidation, being continuously updated by recent normative instructions. This normative-pedagogical framework not only ensures the continuity of the proposal but also highlights the commitment of the education network to articulating the curricular dimension with citizenship training and the production of educational practices. In short, the study concludes that, in the last decade, Collaborative Authoring Work has stabilized as a structuring axis of the Authoring Cycle and attempts to assert itself as a space for student leadership, authorship, and social intervention. Nevertheless, challenges remain for the full implementation of the proposal in current school practices, requiring continuing teacher training, adaptation of pedagogical conditions, and strengthening of institutional guidelines.