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This paper seeks to understand the extent to which the local curriculum impacts on the appreciation of cultural diversity, aiming to elucidate the relationship between the local curriculum and cultural diversity in the Mozambican school environment. Therefore, bibliographical research was carried out, highlighting Sengulane (2022), Nivagara (2018), Santos (2018), Zanin and Lemke (2017), Ibraimo and Cabral (2015), Santiago (2012), Dias (2010) and Capece (2005). A product of this research was the understanding that the teacher must be able to enhance, through the local curriculum, the cultural diversity of students, in favor of raising the quality of teaching and learning, and the need for educators to create, in fact, the practice of diversity in teaching and not contenting itself with valuing it discursively. [ABSTRACT FROM AUTHOR]

This paper aims to analyze Neoliberalism as one of the factors that lead to the production of conceptions of school failure. The objective is to discuss how neoliberal ideals are introduced in the school setting, causing social, political, and economic relations to be reproduced at school. Furthermore, to understand how these ideals transform the meaning of school. Regarding methodology, It is a bibliographical research divided in two moments: to explain the basis of Neoliberalism and its unfoldings, and henceforth, to present articles that demonstrate conceptions of failure and that are close to themes that refer to the neoliberal ideal. Therefore the research, it was possible to realize that the fundamental theme that links these concepts is the reproduction of social inequality at school. [ABSTRACT FROM AUTHOR]

Within migratory flows, children are not only the most vulnerable group in terms of violation of rights, but also the group with less visibility concerning their displacement. With the increase of immigration in Brazil, it was noticed a significant number of immigrant children in the public school system in Ponta Grossa/PR. This motivated studies whose results are discussed in the this paper. The aim of this article is to present an analysis of the invisibility of immigrant children and its impacts on educational assistance in the aforementioned educational network. The qualitative research used as methodological strategies questionnaires and semi structured interviews. The study demonstrated that children invisibility also appears on public educational policies as well as on the pedagogical practices carried out in schools. [ABSTRACT FROM AUTHOR]

This paper proposes to analyze the educational assistance to refugees in Manaus in the years 2017 and 2018, as part of the democratization process of Brazilian education, in which the human rights perspective is interpreted as a universal guarantee by the signatory countries of the Universal Declaration of Human Rights (1948). The research is both bibliographic and documental, based on theoretical principles which are indispensable for a substantiated understanding of the concepts. The results reflect the compilation of processes, formats, and challenges involved in providing educational care to refugee students in Manaus as a fundamental part of their right to access and remain in the public education system. [ABSTRACT FROM AUTHOR]

Considering the concept of double vulnerability of the refugee child, this article intends to shed light over the conditions in these refugee children are inserted into educational institutions through the eyes of their mothers. We seek to relate interviews with five refugee women from the Democratic Republic of Congo who had children enrolled in public schools in 2019 with legal apparatuses that regulate education in Brazil, specifically in matters of documentation for access to educational institutions. The analysis alows identification of three contitioning factors that shed light on the challenges of refugee children integration: the difficulties of access to public schooling due to the lack of recognition of the validity of refuge papers, language as a barrier for integration and the prejudice experienced inside the school environment. [ABSTRACT FROM AUTHOR]

This paper aims to present how it works the dynamic produced by the relationship among the young people, the city and the congada in a continuous and discontinuous relationship of formation and learning. From the young congadeiros in Goiânia, it was possible to understand the configuration of the socio-spatial practices of the congada in an exchange with the elderly and with the city itself. In this study, it was necessary to resort to the literature on the subject and to the field work, which led the photographic record and interview. The congada, which is celebrated by the congo groups (ternos), has its main operations in the festivities that celebrate Nossa Senhora do Rosário. Young people were the main translation channel to find the possible connections that link the existence and permanence of the congada in the city. [ABSTRACT FROM AUTHOR]

Based on the philosopher Michel Foucault's thought, this paper is an outcome of a study that aims to investigate the requirements which must be taken into account by an education that is able to promote an attitude of modernity. Taking the Classical Age as the period in which knowledge is undestood as pure representation, modern knowledge, on the contrary, is characterized by the disappearance of the universal subject as its foundation and the recognition of the provisional nature of truth. An education committed to the production of new knowledge and forms of subjectivity implies the promotion of experiences capable of producing a critical attitude, understood as the ability to question the relationship among power, truth, and their effects on the subject. [ABSTRACT FROM AUTHOR]

This paper raises the issue of constructing one's own name in childhood by adopting the psychoanalytic perspective as its theoretical investigative approach. Thus, we consider the occurrence of language and the relational tie as privileged operators in subjective constitution, as the human infant is overwhelmed by the language that precedes and surrounds it. In this immersion, the child inherits a name from another and is called on to respond by that name. However, the appropriation of this name requires a solidary movement that corresponds to the recognition of one's own body. Such operators are established by the mark of a subjective initium, which is the first step for the constitution of the subject. By considering these factors, we intend to establish a dialogue with the field of education, since the school plays a mediating role in this process, which for each child, authenticates the acquisition of their own name. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyze the complex relationship between Education and Psychanalysis in the light of Adorno's Critical Theory. The discussion is epistemologically based on the concepts of subject and object, materialism and idealism, subjectivity and objectivity. The proposal considers contributions of leading thinkers on the theory of knowledge, such as Kant, Marx and Freud at the interface with culture and education. The key concepts: critique, self-criticism, autonomy and humanization are presented as relevant to the discussion. [ABSTRACT FROM AUTHOR]