Search

The paper intertwines the Hobbesian curriculum elements presented at Leviathan's chapter XXX with Natural Laws described in chapters XIV and XV. The analysis was divided in 4 phases: 1) listing chapter XXX educational contents; 2) finding Natural Laws aspects which were potential equivalents to the content listed; 3) comparing pertinent arguments and theoretical points to those correspondences; 4) emphasizing interpretative insights that resulted from the analytical comparison. Such methodological approach justifies the few references to texts other than Leviathan. Amongst the findings, the paper underlines that all curriculum elements could be articulated with, at least, one Natural Law, being the third law the most frequent. [ABSTRACT FROM AUTHOR]

This paper comprises a review of the book "Daily Life, Education, and Cultures: achievements, tensions, and new perspectives", organized by Vera Maria Candau, which offers valuable contributions on curriculum, daily life, and culture. It reflects a critical stance towards coloniality and monoculturality in contemporary education, aiming to promote a fairer and more democratic society. Divided into four parts - "Daily Life, Education, and Cultures (GECEC): articulating projects and quests", "Cosmologies, epistemologies, pedagogies, and 'other' curricula", "Decoloniality, interculturality, whiteness, and educator formation", and "Human rights, social cartography, youth cultures: insurgent subjectsknowings-doings" - the book compiles thought-provoking reflections to enrich academic debate. [ABSTRACT FROM AUTHOR]

In the context of recent educational reforms, the resolution CNE/CP 02/2019 was promulgated, defining the National Curricular Guidelines for Teacher Education, replacing the old Guidelines (Resolution CNE/CP 02/2015), and requiring Higher Education Institutions to reformulate the pedagogical projects of undergraduate courses. The present paper seeks to trace a comparative analysis between the two guidelines, understanding the social, economic and political contexts of their implementation, exposing their similarities and differences, as well as the possible consequences of the modification in the training profile of new teachers. The study carried out here points out that, in general, the current guidelines are more prescriptive and standardizing in relation to their predecessors, besides not bringing elements about continuing education and not talking much about the issue of professional development of teachers. Considering such characteristics and the undemocratic context of its implementation, the current resolution can be seen as a step backwards in Brazilian public educational policies. [ABSTRACT FROM AUTHOR]

This article presents a literature review of researches investigating the triad: interdisciplinarity - curriculum – Physics teacher training. To do so, we used the Capes Periodicals Portal (an important Brazilian scientific platform which covers all areas of knowledge, making materials available in electronic format) to collect articles that, according to the discussions and results presented in each work, were categorized into three thematic lines: (I) Epistemological principles of interdisciplinary teaching; (II) Perceptions about Interdisciplinarity; (III) Interdisciplinary Practices in School and Teacher Training. As a result, in analyzing 54 works by content analysis approach, we obtained an overview to understand how research in the area is positioned and interprets the investigated phenomenon. The papers collected demonstrate issues from local perspectives (institutional reality, school routine and individual narratives) to national and global instances (educational policies and official documents), showing contexts, criticisms, challenges and possibilities in the implementation of interdisciplinarity in the Physics curriculum, both in Basic Education and in Higher Education. This article aims to trace a metric profile of the research field based on articles from journals in the area. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to analyze the history and development of curriculum policy as a field of study, as well as its definitions and delimitations. This paper also proposed two curriculum policy approaches inspired by the policy analysis cycle created by Harold Laswell. This work pinpointed the evolution and development of curriculum policy concepts since it appeared in a publication in the mid-50s. The importance of adopting more precise definitions of the concept which take into consideration the different kinds of existing curriculum policies is stressed. The paper ended with the presentation of two curriculum policy analysis approaches based on the policy analysis cycle that might complement other approaches used in the study of curriculum policies. [ABSTRACT FROM AUTHOR]

This paper aims to launch a reflection on the curriculum from a post-structural perspective that understands social reality as politically disputed. In this sense, we present, even if briefly, some concerns that emerge from the most recent disputes in Brazil around education and the curriculum and we argue, above all, based on other recent works, as a curriculum policy that values the difference of the another, instead of wanting to simply annihilate it, is certainly the more concrete possibility of establishing, in education, more livable spaces for more and more people. [ABSTRACT FROM AUTHOR]

How the "experimental fields" are constituted and functioning in the high school curriculum? What is its importance and contribution to the training of young peasants from settlement areas in a semiarid region? Based on these questions, we seek to comprehend the constitution and functioning of the experimental field in the curriculum of the João dos Santos de Oliveira State High School, highlighting its importance for the training of peasant students from the Semi-Arid region. The theoretical contribution of the paper is based on the studies of Caldart (2009) and Molina (1999), about Rural Education; Souza, Nascimento e Silva (2013) regarding High School; Veiga (1998) and Vasconcelos (2002) relating to Political Pedagogical Project; Moreira e Silva (1994), and Reis and Rocha (2019) in the discussion on curriculum and semiarid context. The pedagogy of the Brazilian Landless Workers Movement (2006) is also a central reference for this discussion. The paper is the result of qualitative research, documental data, which the main source is the Pedagogical Political Project of the referred school and some pedagogical reports. The study points out that the Experimental Fields make it possible to: narrowing the school's pedagogical work in the context of agroecology with the agroecological practice of the students' families; greater knowledge and renewal of agriculture and appropriate small livestock practices to the semi-arid region carried out in the communities of the region; greater knowledge of the origin of the community's seeds and encouragement for the preservation of the Creole seed. Thus, the Experimental Fields constitute a place of ex-perimentum of educational practices of coexistence with the semi-arid region, starting from the school. [ABSTRACT FROM AUTHOR]

The paper discusses aboutteaching experiences and practices aimed at sex education produced by science and biology teachers in public schools in Minas Gerais during the pandemic period. The qualitative research had its empirical produced from interviews with teachers aiming to challenge and to variegate curricular prescriptions contained in official documents and legislation. It is debated that curricular impositions restricted teaching autonomy and raised challenges to the approach to the theme. The conservative scenario that puts pressure on teaching and generates constraints to pedagogical work on the human body, health, genders and/or sexualities that escapes a biomedical, hygienist and behaviorist bias is discussed. Furthermore, the opportunities created with information and communication technologies collided with the digital exclusion and socio-economic vulnerability of students. It is concluded that despite the teachers resisting and insisting on the construction of didactic strategies aimed at promoting sex education, structural and conjunctural obstacles were obstacles to plural and inclusive teaching and learning processes. [ABSTRACT FROM AUTHOR]

The Base Nacional Comum Curricular -- BNCC [Common Core State Standards] is a normative document of school curriculum and pedagogical practices. The Common Core State Standards encompasses Early Childhood Education and had five versions during the drafting process. Different government teams and developers worked on each version of the Common Core, disputing in the curricular policy the power of the discourse for the constitution of knowledge in Brazilian education. Thus, this paper aims to discuss how the role of play enunciated in each version of the document seeks to constitute knowledge about the child and Early Childhood Education. The research is based on the context of text production of the policy cycle approach, which serves for the critical interpretation of the process of education policy formulation, based on the analysis of Foucault's discourse. Data collection took place in the text of the Common Core State Standards versions, especially in the introductory part and in the chapter that addresses Early Childhood Education. The analysis shows the role of play among the continuities and discontinuities in the Common Core State Standards versions, with statements that formed different discourses about play and were uttered throughout the construction of the Common Core, with different intentions to make certain knowledge exist and circulate in Early Childhood Education. [ABSTRACT FROM AUTHOR]

This paper presents a didactic proposal to be applied in the second cycle of basic education in Chile, in which a feminist geographical perspective is integrated into the approach to some socioenvironmental conflicts in Latin America. This is the result of an investigation focused on the articulation between geography teaching, feminism, and socioenvironmental conflicts in the context of the Chilean curriculum. To achieve this aim, some theoretical discussions are developed around feminist geography, socioenvironmental conflicts, and geographical education. Next, a didactic proposal addressing different socioenvironmental conflicts is presented. Finally, some initial conclusions are shared regarding the potentialities and challenges to be tackled. [ABSTRACT FROM AUTHOR]

This paper discusses the importance of an English teacher education that considers teaching based on the critical literacies perspective, for believing in the contribution of this perspective to a less violent and more humane society. Hence, this work is based on the mentioned theoretical perspective and the notions of internship as research and school subject as means. The analysis focuses on a fragment of the data from ethnographic-based qualitative research developed at the Master's level in which English teacher trainees develop their practices guided by the theory addressed here. By analysing the data, it was noticed how the notions of internship as research and school subject as means favour and enhance the development of practices based on critical literacies, which focus on educational issues of the subjects/students situated in researched context. [ABSTRACT FROM AUTHOR]

Since the 1990s the curriculum gains centrality in Brazil due the neoliberal policies implemented in line with large-scale exams, and when it was used as the representation of the quality of one's education. In 2017, the latest version of the National Common Curricular Base (BNCC) for early childhood education and elementary education was published, constituting itself as a national curriculum. This new curriculum was dealing with narratives of educational equality and conservative representations and private interests, which gained voice in 2016 with the political-legal coup, supported by the media, and the rise of Bolsonarism. However, the imposition of a common curriculum conflicts with ethnic and racial diversity, even with the Law No. 10,639 / 2003 and Legal Opinion No. 03/200. In this sense, this paper intends to carry out a theoretical reflection from studies on the BNCC, pointing out some problematical elements about the place that ethnic-racial issues occupy in this national curriculum. [ABSTRACT FROM AUTHOR]

this paper has the aim of investigating Wolfgang Gruen's contribution to the epistemological development of Religious Education in Minas Gerais state. For this, I have initially sought to understand Gruen as a historical subject, to detail his anthropological Religious Teaching proposal and, then, identify his influence on the formulation of the Minas Gerais Reference Curriculum, a regional adaptation of the National Common Curriculum Base (Base Nacional Comum Curricular - BNCC). The necessary information has been listed from the analysis of texts and audio and video recordings. Through the research, it is noticeable that Gruen's influence gave Religious T eaching in Minas Gerais state a unique perspective compared to the original proposal from BNCC. [ABSTRACT FROM AUTHOR]

This paper aims to present a possible discussion about influences of the Base Nacional Comum Curricular -- BNCC (Common Curriculum National Base) and the Documento Curricular de Roraima -- DCRR (Curriculum Document of Roraima), on the mathematics curriculum at the elementary education level. The study has a sociocultural perspective and the principles guiding those documents were analyzed. The methodology employed is qualitative and the data was collected using document analysis focusing on the BNCC and the DCRR. Our results pointed out that the documents analyzed put forward relevant guidance following the proposal of curriculum development in a sociocultural perspective, mainly taking into consideration their guiding principles. The documents support new views of mathematics teaching and learning, based on the students' development in their different dimensions. They seek to guarantee their holistic education, respecting diversity, singularity and plurality towards social inclusion, exercising citizenship, work and autonomy in the pursuit of a society based on knowledge and social justice. [ABSTRACT FROM AUTHOR]

This paper aims to expose the implications and links between teaching, curriculum, and didactics in early childhood education (ECE), based on the theoretical and methodological principles of historical-critical pedagogy. It is based on the premise that the educational process is an intentional act developed within social practice and, therefore, that ECE needs to advance in its curricular proposals: from children's immediate and daily experiences to the right of systematized access to scientific, philosophical, and artistic knowledge historically produced by humanity. The teaching has substantial implications for this achievement, since it is the teachers who direct the educational process, and the didactic organization, in the light of historical-critical pedagogy, is also revealed as a possibility in the first stage of basic education, presenting itself as a decisive contribution to EI. [ABSTRACT FROM AUTHOR]

This paper, written from discussions and readings among the authors, members of the Education, Culture and Subjectivities research group (GPECS/CNPq/UFS), and developed through the Master's thesis of one of the authors, proposes a reflection on the aspects from the theory of Baruch de Spinoza to compose different ways of educating. The aim is to consider a curriculum that goes beyond traditional models, and that is committed to producing an education enhanced by happy affections. In this sense we ask: what can a curriculum do? To think about this question, we will use the systematized results of a survey of curricular experiments, carried out for almost three years, in a school located in the State of Sergipe. In addition to Spinoza, we will bring in the theoretical framework concepts by Gilles Deleuze and Félix Guattari and the idea of curricular nomadism by Sandra Mara Corazza. With this articulation, we seek to demonstrate some principles and practices that guides to a loving education, composed of happy affections, capable of increasing the power and intensity of thought and learning. [ABSTRACT FROM AUTHOR]

From a perspective of Pikler approach, it's foundations and practices, the present paper seeks to demonstrate and analyze the cited approach as an important instrument for the substantial realization and guarantee of the human rights of babies and young children in the pedagogical activities of infant toddler center. An approach that elevates the subjects themselves as the main actors of their development, despite recognizing the adult as a fundamental reference agent to this guarantee, beyond caring, feeding and playing, guiding stability in all their actions in affectivity, bonding reference adult stability in the autonomous and in the free movement as well as good health. It's a bibliographical study on Pikler approach, relating effectuation at the right to education from birth. [ABSTRACT FROM AUTHOR]

This paper presents the dialogue between culture and education, with the digital culture as one of the mediators, and the construction of the curriculum and as a central axis for the national project. The contradictions, setbacks, and inconsistencies that pervade the dialogue, nor the advances made in the republican school, cannot be avoided. It highlights the dangers that can hinder the dialogue and the setbacks of educational innovation. It considers the ideological and conceptual traps that the consumer society and the financier economy place on the school social function, the curriculum, and the role of technology in education. It analyzes public policies and their advances, concluding that the integration between technology and curriculum can be shown as one of the ways, when dealing with technology as means for humanization, empowerment, and liberation, with a view to social quality of education. [ABSTRACT FROM AUTHOR]

This paper aims to discuss the Brazilian Common National Curriculum Base (BNCC) to understand how current issues are addressed with a view to the sustainability of life on the planet in primary school. Based on the epistemology of the policy cycle, the origin of the BNCC and its intentions are discussed, taking into account power issues that lead to the dominance of business logic in education. The study of the skills to be developed with the students revealed a technical-instrumental curricular approach in a mythologized reality, with topics addressed in a reductionist and fragmented way. From the thought of Paulo Freire, it is concluded that it is necessary to understand this policy for the construction of a critical consciousness that enables other curriculum designs based on emancipating critical education. For this, the Earth Charter can be assumed as an instrument to fight against a reactionary education amidst an unequal and exclusive society. The Earth Charter, by establishing a pact of care with the Earth, promoting human rights, social and economic justice for a sustainable civilization, constitutes an important reference for the construction of the praxis-oriented school curriculum, which is, in itself, transformative. [ABSTRACT FROM AUTHOR]

This paper investigated how the involvement of the student of the Executive Secretariat course at the Federal University of Ceará in the academic center can contribute to their academic, professional, and social development. The research is justified by the need to demonstrate the influence of participation in the entity in the education of the undergraduate. The theoretical approach considered authors such as Silva et al. (2017), Fleury and Fleury (2001), Souza (2004), and others. Methodologically, a qualitative and descriptive case study was conducted, through an indirect interview with 17 participants from the Academic Center of Executive Secretariat. The main results point out that the entity adds value by increasing engagement at the university; guaranteeing contact with competencies, like communication, emotional control, leadership, planning and project scheduling; and by promoting coexistence with social causes. Thus, the entity can contribute to university education as a whole. [ABSTRACT FROM AUTHOR]

This essay intends to analyze different conceptions of curriculum regarding the basic qualification process of rural educators, as perceived in the theses and dissertations produced by Education Graduate Schools of federal universities in the North of Brazil, between the years of 2014 and 2020. In order to gather those scientific productions, we have accessed the Theses and Dissertations Archive (Banco de Teses e Dissertações) of the aforementioned universities. The examination showed that these conceptions of curriculum are centered on critical curricular theories; among the critical theories, there is a majority of studies based on historical-dialectical materialism. Nine out of the twelve projects analyzed use this theoretical and methodological approach as their foundation. The research has also revealed a paradox, which we might be able to interpret through the lens of contradiction. On one hand, the theoretical debates present in the theses and dissertations on rural educators' qualification process highlight the need for curricular projects tailored for the specifications of the sociopolitical, economic, cultural, territorial, and pedagogical context they live in. On the other hand, the empiric data from these researches show that these specifications remain only on paper, and unveil hegemonic curricular practices, moved by capitalist interests, and disconnected from the guidelines of rural education and related critical approaches. [ABSTRACT FROM AUTHOR]

The following paper reflects upon the Rural Education curriculum, contrasting the original concept of this pedagogical field with its diametrical opposite imposed as the hegemonic project that guides and regulates public education and its curriculums. The hegemonic project predefines standard contents and practices to mold subjects unquestioningly into members of the established order, while Rural Education employs an emancipatory and transformative perspective oriented towards assisting its subjects to identify themselves as actors of history capable of transforming the world. An examination of these perspectives' ample diversions raises some interesting questions reflected on this text: What are the concepts and intents that guide the conception of this curriculum and guide these hegemonic curricular politics? How does the Rural Education field construe the concepts of knowledge and curriculum? In order to provide answers for these questions, we established as our goal to reflect upon the Rural Education field as a counter-hegemonic educational project and to characterize its notion of curriculum. Our reflections on Rural Education focus on the following themes: a mediation for emancipation and counter-hegemony; the curriculum, power relations and hegemony and, finally, the Rural Education curriculum as an instrument of counter-hegemony. These themes are further exemplified by the accompanying curriculum experiences and pedagogical praxis employed by rural schools aligned with the principles of Rural Education. [ABSTRACT FROM AUTHOR]

This paper discusses the curriculum of the teacher education and teacher professionality. The curriculum is understood as a movement that articulates thought-lived, both in the official proposal and in the curriculum practices materialized in the everyday experiences of the school. So, the aim of this paper is to identify in the discourse of student-teachers contributions of the axis of Research and Pedagogical Practice towards the reconfiguration of their teaching professionality. For this, a qualitative approach was followed, considering the Discourse Analysis as a theoretical and methodological tool. The analysis of the interviews allowed to identify the existence of a curricular inset that puts in dialogue the two formative spaces occupied by these subjects. [ABSTRACT FROM AUTHOR]

The so called Ginásios Vocacionais (Vocational Gymnasiums) were an institution created in São Paulo State (Brazil) in 1962 and extinguished by the Brazilian Dictatorial Government in 1968. The main intention of this paper is to discuss some features of the teaching and learning of Mathematics in such schools. Some data on the general educational context are presented in order to support the discussion about the two central issues of this article: the role of Mathematics in a curricular framework in which integration among disciplines was one of the main principles; and the influence of New Math in these Gymnasiums. This paper is based in a research developed using Oral History as its main methodological guide. [ABSTRACT FROM AUTHOR]

The present investigation discusses an excerpt from a project that aims to discuss the research on Statistical Education in Brazil published in journals in the area of Mathematics Education between the years 2010 to 2019. We set the objective to discuss Brazilian research that addresses the knowledge of young children in kindergarten and students in the early years of elementary school about Combinatorics in this period. Eight papers were identified that deal directly or indirectly with combinatorics knowledge of students' in these schooling stages. We focused on the combinatorial problems used in the research, highlighting aspects such as the different types of problems, the order of magnitude adopted (total number of possibilities), the contexts evidenced by the problems, in addition to the resources used to present the activities to the research participants. We verified that Brazilian research is in line with the investigations from different countries and presents an advance in the sense of allowing the discussion of different types of combinatorial problems in the same study. We consider that further research should be conducted addressing the development of personal arguments in solving combinatorial problems. [ABSTRACT FROM AUTHOR]

The scientific paper problematizes the relationship between the construction of the Common Core Curriculum Proposal of the State of Paraíba -- with emphasis on the stage of Early Childhood Education -- and the formative effects generated during the construction of the referred proposal and also later on. It is based on the reflection of two official documents: the National Common Curriculum Base, approved in 2017, and the Common Core Curriculum Proposal of the State of Paraíba, which was approved in 2018. The Paraíba's Curriculum Proposal was developed through the association of a team of coordinators and writers and strategies to expand interviewers, who contributed to the process through conversation circles, seminars, and online consultation. It was found that the organization of the team and the decisions taken by the team regarding theoretical and methodological consensus, as well as the inclusion of several interviewers during the process, contributed to the construction of the proposal to be characterized as a training process, which had concrete effects in the dialogue established between Potiguar teachers and the team that built the Early Childhood Education proposal, to problematize: 1) the registration of fields of experience and, 2) The Curriculum Mapping. In the first case, a question was raised concerning the activities registering, made available by the state education department system. In the second case, the debate has been taking place in the field of the State Education Council. The relationship between curriculum and formation showed as narrow in the presented experiment and has proved a fruitful path in the debate involving broaden curriculum issues. [ABSTRACT FROM AUTHOR]

The intention of this paper is to contribute elements to the understanding of the etymology of the word Curriculum and the various forms of interpretation of this theme in studies and research. On the other hand, we describe some principles that demarcate the definition of a school curriculum from the Historical-Critical Theory, differentiating it from other existing curricular theories, especially multiculturalism, which is often misinterpreted as a Marxist theory. Finally, we point out the need to organize ourselves as a working class in collective resistance to the current anti-national government, which attacks education and public health, and in doing so, denies science and life, deepening the serious health crisis in national territory. [ABSTRACT FROM AUTHOR]

This paper results from studies held on UERJ´s nucleus Linguagem, Alfabetização e Letramento, held by research group Language, Human Cognition and Educational Processes. Based on a theoretic survey, it presents a contribution to debate concerning such theories that, even though presented as interdisciplinary approaches for Education, tend to overvalue a clinic most biological perspective of scholar learning, spite of being schools intrinsically associated to different forms of diversity. Herein it´s defended that interdisciplinary approaches oriented to Education must highlight cultural diversity and it´s role on school processes of overcoming and inclusion. Survey is presented in three parts: critical analysis of so called biological theories of school failure, with emphasis on their role on the stigmatization of school subjects; analysis of the contribution of cultural studies to the advance of comprehension about school failure, and; description of discursive notions that impact to the comprehension of knowledge construction under the perspective of cultural diversity. [ABSTRACT FROM AUTHOR]

This paper aims to present an analysis of teacher training curriculum for the teaching of science and biology in the final years of elementary school and high school, taking as its parameter eight degrees in Biological Sciences from public universities in the states of Ceará, Paraíba and Rio Grande do Norte. Starting from the documentary analysis, we characterize the curricular matrices arranged in the Pedagogical Projects of the Courses. We concluded, among other points, that the curricular matrices present a variety of subjects and scientific areas, however, some of them are secondary in the curricula, such as Ecology and the disciplines of social sciences and humanities. With regard to pedagogical disciplines, from the analysis, we highlight two main axes: the first focuses on disciplines that emphasize the issues of how to teach science and biology; and the second addresses Education, with disciplines that situate it beyond teaching and the classroom. [ABSTRACT FROM AUTHOR]

This text is about the conception of school curriculum delineated in the formative materials that support the proposal of the National Pact for Literacy in the Right Age (PNAIC) and the relations between its didacticmethodological prescriptions and the uses that the practicing subjects - understood as teachers who act specifically in the early years of elementary school - can make them. For its accomplishment, a systematic study of the notebooks that guide the formations in light of researches that investigate the quotidian research was made use of the contributions of Michel de Certeau. The line of argument developed suggests as main points of the paper: a) the validity of prescriptions, given that teachers seek guiding elements to oxygenate their practices; and, at the same time, b) the existence of cunning and "arts of doing" that permeate the school routine and makes these prescriptions constantly reinvented. [ABSTRACT FROM AUTHOR]

This paper proposes an action plan aimed at the use of comics as a didactic tool in the application of Law 10.639 / 03. The research is based on studies referring to the educational function of comics. Thus, it will be analyzed the insertion of these materials in school libraries and in the curriculum guidelines — for the implementation of the aforementioned law. The purpose of the plan is to enable the use of comics about Afro-Brazilian culture, suggesting titles specifically designed to comply with the law; it is recommended, as well solutions for one of the points considered critical in its effective fulfillment: the lack of familiarity of teachers with the topic and their unpreparedness to approach it in the classroom. [ABSTRACT FROM AUTHOR]

This work investigates the interrelationship among the academic genres produced/read by students in a graduate course in Portuguese language, seeking to determine to what extent the concepts of genre sets and genre colonies can be consistently applied to describe these genres as a whole. The methodology included, in addition to a questionnaire administered to students, the analysis of a representative corpus of the academic genres most often read/produced by the students, including research articles, summaries, book reviews, research projects and final papers. The results indicate points of intersection as well as differences between the concepts, when applied to the genres under study, which suggests that they can be used alone or complementarily, depending on the aims that are proposed for the analysis. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the Escola Sem Partido Bill (PL 7.180/2014) that is being processed in the Chamber of Deputies since 2014 and whose purpose is to end an alleged ideological indoctrination to which students are presumably subjected to in school. Therefore, we intend to discuss issues such as the existence of Ideology in teaching and what kind of ideology one wants to extinguish with such a project. Aspects that concern the freedom and autonomy of schools, students and teachers, will also be addressed, as well as the way this project would work and its possible implications. The method of analysis applied is the Michel Pêcheux’s French Discourse Analysis (DA), which consists of a theoretical-analytical device and involves three distinct areas: Linguistics, Psychoanalysis, and the Historical Materialism. We intend to elucidate terms belonging to this theory so that we can start with the analysis of the said bill’s text, as well as the discourses of its counterproposals: the Escola Livre bill (PL 6.005/2016) and the Política Nacional de Liberdade para Aprender e Ensinar bill (PL 10.997/2018), in order to verify how these projects that relate to the same theme but have distinct objectives mean in Brazil today. [ABSTRACT FROM AUTHOR]

This paper seeks to respond the following research question: can an interdisciplinary approach collaborate in the improvement of the formation of public managers? To answer this question in a partial and provisional way, it was made use of the qualitative method and a bibliographical and documentary analysis, aiming at the level of use of the interdisciplinary approach in the Pedagogical Projects of the undergraduation degrees in Public Administration and Public Management in Brazil. With the analysis used, it was possible to understand that the level of use of the interdisciplinary approach, in the Pedagogical Projects of the courses studied, can be considered as average and that there is a correspondence between interdisciplinarity and performance. [ABSTRACT FROM AUTHOR]

This paper presents a qualitative study, exploratory study type, which aimed to understand which treatment is being given by researchers in the area of Mathematical Education to the research object defined as curriculum of Mathematics Degree courses. From this study it is possible to state that: (i) the understanding of the curriculum is from the perspective of the implementation of curriculum recommendations, not questioning what is the relevant knowledge in the initial teacher education; (ii) the use of prescribed official documents is common to all analyzed works, with the role of defining "what" and "how", knowledge should be treated; (iii) there is a quantitative increase in studies with the thematic curriculum of Mathematics Degree courses, especially after the publication of the DCNs for Teacher Training in 2002. [ABSTRACT FROM AUTHOR]

The paper addresses the problem of continuing education of teachers in early childhood education in contemporary times, asking how to elaborate formative pathways that do not focus exclusively on the models/standards of professionalization predetermined by academic production, and later adopted by government policies. It is organized from the investigative movement traced with the teachers who participate in the extension-research project UERJ-EDU-DEDI, coordinated by the author. It critically analyzes the main causes that justify the failure of the training projects established based on the aforementioned models of professionalization and points out conceptual possibilities to think more immanent formative processes, that is, produced from the experiences that unfold itself in the curricular movement, experiences in which teachers try to build more ethical educational relationships with childhood. It concludes that the formative movement needs to be configured as space-time for the expression and collective evaluation of the ethicaleducational potentialities engendered in these experiences. The work is conceptually aligned with Gilles Deleuze's philosophy of difference, especially the reading he performs of Baruch Spinoza's "Ethics". It is methodologically guided by the monitoring the modes of subjectivation cartography traced by the teachers in the process of curriculum production for early childhood education, according to the theoretical guidance provided by Suely Rolnik and Felix Guattari. [ABSTRACT FROM AUTHOR]

This study brings the conceptions of teachers who work in a school of the Traditional Community of Bragantina Amazon about the school curriculum, school practices and cultural knowledge. The paper analyzes the relationship between the cultural knowledge of the traditional community Vila-Que-Era, and school curriculum and the practices experienced by teachers who work in the school of the community. The research is a qualitative approach because of the social phenomenon which gets a new meaning by the discourse of people. For data collection, the primary data were originated by interview script and organized by the technique of content analysis, using technological resources, as a recorder, to obtain the teachers' reports, as well as photographic records and field diary; the secondary data, on the other hand, are raised in the literature review in order to locate which studies have already been done in this field. Interlocutors representing the School and the Community, two Teachers and the Community Leader attended the research. The findings of the study reveal the existence of factors that make difficult a curriculum articulated with the cultural knowledge of the Community, as well as the physical, didactic and structural aspects; as the curriculum follows a conduct imposed by the Municipal Department of Education. The research also shows the relevance of teacher training and continuing education to work in the context of rural schools. [ABSTRACT FROM AUTHOR]

This paper discusses the function of Financial Education and the importance of such a subject to be presented and developed elementary education. It aims to attain a study about the approach of Financial Mathematics and Financial Education, moreover explaining the relevance of contents, which ones prepare the students to be organized people, and thus, dealing with concrete situations, in the context of the new practices rise. In which the mastery of financial matters goes crucial. Methodologically, beyond the bibliographic and documentary research, experience reports are used to contextualize the reflection on Financial Education. The results indicate that Financial Mathematics such as a discipline or a subject school can be a step for the citizen's financial literacy. Financial Education is linked to the awareness development about the money rational using, in order to avoid people of being exploited by the financial system. [ABSTRACT FROM AUTHOR]

This paper reports the experience of the Journalism Course of the University Center UnirG, in the municipality of Gurupi, Tocantins, which, faced with the new dynamics imposed by the market with the challenges of maintenance and viability of the Course, implemented the curricular architecture circular, whose pedagogical project goes beyond conventional standards, as it allows incoming and veteran students to fulfill the curricular architecture disciplines gathered in the same classroom, thus enabling trans and interdisciplinary learning, through pedagogical practices such as problem-based learning and methodologies. The proposal is based mainly on the thinking of Edgar Morin, who opposes the separation of knowledge before a complex society. [ABSTRACT FROM AUTHOR]

The Official Curriculum of the State of São Paulo was produced under a context of deep renewal of curricular documents in Brazil. Currently, the scenario built from the recent homologation of the National Curricular Common Base imputes to the federated units a new phase of remodeling their curricula. This paper presents an analysis of the Biology curriculum proposed for the Sao Paulo education system, taking as central questions the relationship between the theoretical assumptions and the definition of contents and skills for this curricular component and the compatibility between the provision of a common core of knowledge and representation of diversity. The content analysis carried out on the basic curricular document and the Teacher's Notebooks allowed to infer that the Biology curriculum still attends a more academic profile with the valorization of contents and abilities that require the mastery of strict concepts of the reference science and does not include cultural representativeness. Bearing in mind the legitimating power of the prescriptive curricula on certain perspectives in education, it is argued in favor to the debating on the new curricular profiles under development concerning the mentioned aspects and the requirements of our sociocultural cont [ABSTRACT FROM AUTHOR]

In this paper, we present the results of a study on the impact of vulnerable territory on students' learning (BATISTA, CARVALHO-SILVA, 2013, CENPEC, 2011, ERNICA, 2012) what factors lead a school located in vulnerable territory to present a higher percentage of students at the advanced literacy level in the PROALFA tests. The research method was a case study, with documentary analysis, observation and interviews with school professionals and students' families. The study unit was the Municipal School Professor Laura Fabri, who, among 19 municipal schools in Governador Valadares-MG, presented a better performance in PROALFA between 2014 and 2016. Of the five mechanisms that explain the reasons for the success of the school in literacy, in this article, the two that highlight the effect of the pedagogue's performance will be addressed: coordination of literacy practices and continuing education. [ABSTRACT FROM AUTHOR]

This paper analyzes the progressive alignment of Brazilian Basic Education to movements for the internationalization of education. Special attention is given to strategies of states, transnational organizations and the private sector to adjust school curricula to this perspective that has become hegemonic worldwide. The discussion is based on the concepts of global educational and academic discourse (Beech, 2012) and on others associated to the analysis of educational and curricular policies. I show that in Brazil, the strategies more strongly affect dynamics that involve school administration, curriculum design, contents of knowledge and teacher education. [ABSTRACT FROM AUTHOR]

The book entitled "Os 15 anos de Mariana: um convite a outras aprendizagens sobre corpos" enables the understanding that the bodies are biosocial constructions. The aim of this paper is to analyze the narratives made by teachers of a municipal school in the city of Rio Grande, RS that used this material to develop a teaching project. The narratives were produced from a focus group, with the teachers that was involved. For the production and analysis of data we use the narrative research, which allows us to point out that the book was well received by the group studied and that the work from this, enabled students to produce knowledge that establishes relationship with their daily lives. [ABSTRACT FROM AUTHOR]

This paper analyses the indigenous theme on the history curriculum and on the didactic manuals of primary education in Brazil and secondary education in Spain regarding Latin America. The question that guides this work is: which contents are included in both proposals and which ones are presented in four selected textbooks? The aim is to verify whether historical and citizen awareness have been stimulated to be formed. We also examined the symbols and the meanings attributed to Latin American contents, which were selected to be taught to students. This paper is divided into three parts. The first one shows the data about the indigenous theme in Hispanic America in both Brazilian and Spanish curriculum proposals. In the second and in the third parts, we analyze the contents of the autochthone Hispanic Americans presented in four selected textbooks. Finally, we conclude that it is still necessary a long way to give a new possible meaning to the history teaching that stimulates historical and citizen awareness, since there is a silent history that maintains prejudiced contents, concepts and representations when it comes to indigenous themes. [ABSTRACT FROM AUTHOR]

The paper presents the results of a study that sought to understand the configuration of the curriculum's development in a classroom of a rural school from the pedagogical practice of a teacher. The perspective of analysis is the sociological theory of Basil Bernstein. Discussed some of the elements present in Bernstein's theory that help us understand the pedagogical practice, such as the rules of the pedagogical discourse. The instruments were observations and interviews conducted with a teacher working in a rural school located in the rural area of Vitoria da Conquista, Bahia. The paper is organized as follows: situated place of study; the importance of studies that seek to understand the classroom work, and data analysis. The findings indicate evidence for a mixed pedagogical practice, which allows for acquisition of recognition and realization rules, which, in turn, enable the production of school text expected by the teacher, to socially disadvantaged pupils in the case of teacher investigated and present in the curriculum in action. [ABSTRACT FROM AUTHOR]

This paper aims to discuss the concepts of Practice as a Curricular Component (PCC) in the literature, seeking to consolidate this questions in the field of Education, in particular Mathematics Education. For this, we contextualize the idea of the PCC as from legal documents regarding the initial formation of teachers and we show an overview of the research and conceptions of PCC present in the literature. In this movement, we observed the difficulties and distortions in the implementation of hours of PCC in degree courses in mathematics. In addition, we reflect on a specific discipline with hours of PCC, that has as its main topic digital technologies. We advocate that the PCC be effectively present in the graduation, seeking to overcome the dichotomy between specific knowledge and pedagogical knowledge. We emphasize that only public policies are not enough for effective changes to occur in the context of initial formation teacher. [ABSTRACT FROM AUTHOR]

This paper aims to provide a current view on curriculum development in Germany. The article is structured in three steps: In the first step is given a description of the development of the discipline Physical Education as an academic discipline in German universities after the Second World War. The second step is explaining the basic understanding of university education in Physical Education: The university training of students has two points of superior reference: 1. Physical Education in school; 2. Movement in the school environment, understood as integration of movement, play and sport throughout the school. In the third step is presented as an example the curriculum in the training of students at the University of Braunschweig. The fundamental aspect of this curriculum is its structuring in modules. [ABSTRACT FROM AUTHOR]

The present article summarizes the result of a doctorate research, defended recently in the Program of Postgraduate in Education: History, Politics, and Society of PUC-SP (Pontifical Catholic University of São Paulo). The doctorate work was accomplished with the support of CNPq (National Council of Scientific and Technological Development). We presented the study of the curricula of four courses of Degree in History - all of them of universities located in the State of São Paulo - with the objective of to understand and to demonstrate the process, for which the contents of Indigenous History start to be relevant in these courses. We analyzed the pertinent legislation itself and the programs of the disciplines in validity as well, starting from the approval of the current pedagogic projects of the courses with base in the discussions on the indigenous history and the paper to her attributed, before the analysis of the dynamics of the construction sociohistorical of the curriculum of the defined courses for the research. The Law 11.645/08 and their developments were the starting point for the study. Decreed and sanctioned by the then president of the republic, Luís Inácio Lula da Silva, this law is the direct fruit of the claims of the indigenous movements, indigenous organizations and universities that long for seeing their contributions in the formation process of the Brazilian nation recognized. The law, by reinforcing the relevance of the school, by making the teaching of indigenous histories and cultures compulsory at all levels of basic education, leads to the questioning and understanding of the importance of the University in the process of teacher training, a central element investigated. In that context, the demand created by the law may point to inclusion of contents; constitution of a specific academic discipline in the school curriculum, contests for the filling of vacancies by specialists in the area and increase of researches and institutional academic orientations. For the study, we analyzed the pertinent legislation and the curriculum of the degrees in History of the universities USP, UNESP/FCL-Assis, Unicamp and PUC-SP, from the reading of the most recent pedagogical projects, programs of disciplines and memorandum books. The concepts of curriculum and discipline here employed are based on the considerations of Ivor Goodson and André Chervel. [ABSTRACT FROM AUTHOR]

In this paper, meetings between art and writing are proposed, based on experiments in the curricular field. The production of a rhizomatic curriculum is related, starting from Gallo (2007), to articulate the knowledges, life and educative spaces. Thus, the writing-artist proposed by Corazza (2006) is presented as possibility to coadunate writing to art and curriculum production. To accomplish that, the cartography was used as an accompaniment to these writing production processes, aligning art and word for the creation of deviations across curricular field. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to determine the relationships established between the curriculum guidelines documents in Brazil at national level, aimed at students and teachers, considering Stochastic Teaching in Elementary School and based on the Anthropological Theory of the Didactic (TAD) and its ecological perspective. We formulate the ecosystem of Stochastic Education in Guidelines for assessment and instruction in statistics education (GAISE) Report: A Pre-K-12 Curriculum Framework. The results indicate that there is an isolated "orientation" regarding the teaching of Statistics, Probability and Combinatorial Analysis, not converging to the teaching of Stochastics. But, we believe in the expectation of including Stochastic Education in the curricula of teacher training in Mathematics, methodologically and in practice. [ABSTRACT FROM AUTHOR]