This article’s starting point is the Curriculum Autonomy and Flexibility Project (CAFP), explained in Order No. 5,908/2017 of 5 July, which, in “pedagogical experience regime, defines the principles and rules guiding the conception, operationalization and evaluation of curriculum of basic and secondary education, in order to achieve the Profile of Students Leaving the Compulsory Schooling” (Article 1). This paper aims discovering in the opinion of five principals (school leaders) of public elementary schools, the first evidence of the implementation of CAFP. This is a recent curricular and pedagogical process, but we want to understand if schools really experience times and spaces of constructed and contextualized autonomy. In this sense, the starting point is a multiple case study. We applied a questionnaire survey, and the thematic axes of content analysis are as follows: school autonomy, curriculum flexibility, pedagogical practice and assessment. Data triangulation was performed, and it was concluded that school principals understand the CAFP as an educational policy that opens a pedagogical space to a paradigm shift, due to the level of autonomy given to schools, and that allows a more contextualized curricular management, therefore, more humanistic, more sensitive to local realities and the particularities of its publics.
School Autonomy; Curriculum Flexibility; Pedagogical Practice; Pedagogy of Autonomy; Evaluation; Leadership