THE IMPLEMENTATION OF THE “LIFE PROJECT” CURRICULAR UNIT: PERSPECTIVES OF PUBLIC SCHOOL TEACHERS IN THE FEDERAL DISTRICT

Abstract

This article sought to investigate the provision of the “Life Project” curricular unit from the perspective of public school teachers in the Federal District. The study aimed to verify teacher training, the teaching strategies used, the challenges faced, and the teachers’ conception of the subject. The methodology consisted of exploratory, cross-sectional research with a qualitative approach, using a survey through a semi-structured form with 11 teachers and the application of Bardin’s Content Analysis. The results indicate challenges such as insufficient teacher training, choice of the subject due to institutional imposition or lack of teaching options, precarious institutional support, inadequate teaching materials, and insufficient class time for complex topics. However, it is concluded that, despite the mentioned challenges, teachers recognize the potential of this curricular unit as a tool for self-knowledge and citizenship building, advocating for the maintenance of this subject in the High School curriculum of the State Department of Education of the Federal District.