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This work aims to indicate the linking of the teacher formation policy, formalized in Resolution CNE/CP n. 2, of December 20, 2019, with the set of curricular reforms underway in Brazil, in the context of the neoliberal political-economic agenda. Therefore, it aims to indicate the main characterizations required of BNC-Formation in the context of an agenda of curricular reformism mediated by the updated expression of capital sociability. Methodologically, the work is structured to a critical approach with theoretical support in the categories of alienation and social praxis in István Mészáros (2006; 2008) and Karel Kosik (1976). The research identifies the curricular reforms underway in Brazil, including the current reform expressed in BNC-Formation, as formation movements aligned with the ordering mirrored by the neoliberal agenda for education, as well as the systematic control of teacher formation policies, the from social praxis mediated ethically and ideologically by capital. [ABSTRACT FROM AUTHOR]

The following text's objective is to present an analysis on the State's role in the proposal of curricular policies, such as the hegemonic private apparatuses' participation and the role of the National Union of Municipal Leaders of Education and the National Council of Educational Secretaries in the process of elaborating and implementing the Common National Curricular Basis. Therefore, we inquire? Which are the hegemonic private apparatuses that take part at said process and what is the role of associations and representative entities of the business companies? We take into consideration, to elaborate the referred analysis, "Gramscian" concepts such as social consensus, expanded State and hegemonic private apparatus. We approach, moreover, the way in which some intellectuals perform means of resistance to that hegemonical project. The text was elaborated stemming from bibliographical and documental researches oriented by a qualitative approach. The examined bibliography is based on influential authors on the referred subject, as the main analyzed sources were institutional documents and websites associated with municipal and state governments from Brazil and its business communities as well. As this research's result, we identify the forming of a consensus regarding the necessity of a common basis and its counterpart stemming from labor representative entities. [ABSTRACT FROM AUTHOR]

The essay presented here brings a theoretical-reflective exercise that approaches basic education and the contemporary Brazilian school from the perspective of the ideological, cultural, social and economic context. Based on the literature, it criticizes ideologies that permeate decisions about education systems, influencing school identity, curricular reforms and the project of society to be built (or preserved) based on the education offered to new generations. Despite the worrying prospects, however, there are possibilities of resistance that must be explored and carried forward by those who are dedicated to building an emancipatory education, with a view to equal opportunities and the ideological, cultural and socioeconomic transformation of Brazilian society. [ABSTRACT FROM AUTHOR]

The objective of the article is to discuss the epistemological and didactic dimensions of the curriculum reforms carried out in the 1960s. Among them, the Chevènement reform that aimed to rescue the arithmetic to the detriment of the algebraic. This look at the numerical was seen as something destabilizing of the curriculum in the French education system in the late 1960s. This reform understood the numerical as something practical and coming from reality, that did not need such abstract ideas, as algebra demanded. The Chevènement reform relegates the algebraic aspects in second place but does not exclude them; the use of letters is seen as a preceding generalization of the studies of numerical calculations. The problems posed in the teaching of arithmetic and algebra in the French education system are revealed, they involved the process of didactic transposition established in the official college program. The didactic transposition, which modifies the operation of the objects of knowledge, gives a certain specificity to the official program that the prodigal school proposes to the student. This official program engenders in the student a personal program that, as it is in the official program, will enjoy limited adequacy as the said object of knowledge, which will no longer be a pure didactic stake, will only be a tool of the student's didactic-mathematical activity: for example, the factoring of an algebraic expression may no longer be the goal of his activity, becoming the means to solve a third degree equation, knowing one of its roots. [ABSTRACT FROM AUTHOR]

The recent transformation of the Latin American university has been defined by the needs and premises of the neoliberal model. In this article, we discuss some of its social impacts in Colombia through the analysis of the logics that such transformations have implied for private universities; in particular, academic management, teacher recruitment, and teacher evaluation, as well as knowledge production. Since it is a market-driven university model, the strategies of epistemological control, in private institutions, limit not only the possibilities of linking research to subaltern social sectors, but also the promotion of knowledge considered unproductive. As corporate limits to critical knowledge in the country, such impacts not only account for the effects of the neoliberal model, but also have been one of the strategies for its deepening. [ABSTRACT FROM AUTHOR]

We characterize a didactic paradigm, based on a given epistemological model concerning the knowledge at stake, according to three concurrent elements: the phenomena to which this paradigm reacts; the proposed ends, which determine the direction of the pursued change; and the means offered to reach these ends. As means to overcome some consequences of the global phenomenon called "monumentalism", the Anthropological Theory of the Didactic offers certain didactic organizations (living at the pedagogical and disciplinary level, area or sector of the scholar mathematics) compatible with inquiry-based paradigms. This strategy is a way to advance towards the paradigm of questioning the world and it sets out a curriculum shift. [ABSTRACT FROM AUTHOR]

Curriculum reforms, among other objectives, aim to change according to the government's predisposition for the insertion of labor in society. These contemporary changes have regimes of truths that can be based on market propensity, adapting to the impositions of others to the educational process, such as the indication about the use of technologies, which can be inserted not for the maximization of knowledge, but to provide the domain. of the tool. Thus, this article presents the connection of the implementation process of the Common National Curriculum Base (BNCC) and its intentions about Digital Technologies (DT) for the teaching of Mathematics. The research was organized according to Foucault's tools and cartographic method, according to Deleuze. As for Foucaultian theories, concepts of the genealogy of power were adopted, such as biopower, biopolitics and governmentality. It was possible to analyze the resistances that emerged through the preliminary versions until the homologation, and the interests that could be related to the curriculum reform processes, such as market orientation and the use of Digital Technologies, which can be considered as factors. indispensable. [ABSTRACT FROM AUTHOR]

O trabalho aborda a discussão sobre o surgimento do discurso da interculturalidade nas reformas curriculares da educação básica mexicana de 1993 a 2017. Essa análise retorna ao horizonte da intelecção a categoria de genealogia em Foucault (1988), onde as noções de Origem, invenção, proveniência e emergência nos permitem interpretar a evolução política histórica do referido discurso. A partir dessa abordagem teórica, são analisadas as reformas curriculares em questão, bem como o discurso da educação intercultural como política educacional, focando a atenção nas dobras e margens que essa emergência supunha, nas disputas e controvérsias a esse respeito. A intenção é problematizar o pressuposto de que a interculturalidade é um elemento perturbador da dimensão epistêmica das reformas curriculares, mas dada a hegemonia (Laclau, 1987) da lógica das ciências da educação nessas reformas, sua incorporação no currículo Nacional era fraco e, eventualmente, deslocado. [ABSTRACT FROM AUTHOR]

This article presents the systematic review for the research on the influence of teachers in the creation of Brazilian curriculum on digital culture. The research is on a context of the curricular reform that composes the National Curricular Common Base, and uses Sacristán, Bardin and Romanowski as references for the conclusions. A quantitative approach was used for the initial selection of publications focused on the theme and, as next step, a qualitative analysis of the selected content was done. The conclusion shows that the curricular reform movements in Brazil and the demands resulting from these changes are far from the reality, such as the lack on the consideration of the teacher as an intellectual converter. Finally, it is essential to recognize the opinions of teachers in the construction of official curricula and the need to discuss the curriculum in the digital culture. [ABSTRACT FROM AUTHOR]

The external evaluation gained prominence in the educational scenario since 1990 and became an instrument for induction and control of the operationalization of educational reforms. In this process, the Brazilian State assumes the role of formulator, regulator and evaluator of results. The National High School Examination (ENEM) created and reformulated in this context, gains progressive scope and becomes more widespread. With Law No. 13,415/2017, which reforms high school and with the help of the National Curricular Common Base, it expands its implications to basic and higher education. Based on a documentary study, the article characterizes and analyzes the ENEM, the role it plays and its relation with the consolidation of the educational market in Brazil. [ABSTRACT FROM AUTHOR]

The objective of this paper is to explain the curriculum modifications in secondary education in Costa Rica. Specifically, it is centered on the review, analysis, and interpretation of the characteristics of the plan of study for basic secondary education in Costa Rica, as well as on the identification of progress and problems. The article first analyzes the tendencies in Latin America for secondary education and the tensions generated in various nations given the social, economic, and educational demands; subsequently, the proposals that Costa Rica has made in this framework, given the need to achieve quality and pertinence. Lastly, it reflects on the reforms of curriculum change in secondary education. [ABSTRACT FROM AUTHOR]

This article has as object of study the discussion of the high school reform, implanted in the period 2011-2014, in the State Education Network of Rio Grande do Sul. The analysis assumes that the reform integrates an educational policy drawn from a diagnosis of the high school negative results over the past years and of the new legal instruments available from the past decade. The material used for the study were the legal documents, regulations and guidelines of the Education Department, data on failure and dropout and elements of two research who investigated the experience. It is situated the theoretical framework of reform, expressed in the concepts of polytechnic, work as an educational principle, interdisciplinary, democratic management, collective work, research as a pedagogical principle and emancipatory evaluation. The analysis seeks to identify conflicts, contradictions in implementing the policy, as well as the progress made and the potential of reform as possibilities to address the high school challenges. [ABSTRACT FROM AUTHOR]

The School of Veterinary Medicine and Science at the University of the Republic is the only one training people as veterinary physicians. It has carried out few pieces of research into its graduates' performance. Changes in the curriculum have been due to different needs for professional training as a result of economic, political, and social changes taking place in the country. In the year 1998, a working party for institutional assessment was established. This party began to lay down overall guidelines. Among the most relevant outcomes is that all of those polled are very pleased with their jobs as veterinary physicians, and think that they can significantly apply their knowledge to the work being done by them. The study presented allowed the change in the curriculum to be positively assessed. Additionally, it makes suggestions to improve the curriculum, accredit the degree in Veterinary Medicine up to the standard of MERCOSUR (Southern Common Market), among others. [ABSTRACT FROM AUTHOR]

The debate on the teaching sociology has gained greater importance in recent years in the Brazilian academic field, standing out from among the themes explored the question about the curriculum. To contribute to this discussion here we present some data on the research done in Alagoas about curricular reform conducted in that State, standing out as the Teaching Sociology appears in the middle of this process. Methodologically we left both of observations made during the follow-up of meetings that produced the new curriculum frameworks, as the interviews with the teachers of Sociology who participated in these activities, the coordinator of the area and the manager of the Management of Organization of the School Curriculum. With that aim to demonstrate how the process was conducted, and to identify the bottlenecks that have emerged and the existing limits. [ABSTRACT FROM AUTHOR]

This article analyzes the necessity of a paradigm change in the way of how the process of teaching-learning the Law is approached, from a traditional, verbalism, discursive and with memorization requirements process to an active model, student centered, that lets him or her act in a competent way in the practice of Law and in life. It includes the change proposals: teachers training and curricula upgrade to adapt to the "New Normal" in a law career. It is necessary that the Law professional that teaches in a college, has received and receives training in teaching, according to the current guidelines in the area. It has been proven that it positively improves the teacher's performance; the current teaching approach in Law is not ideal because the graduates show difficulties to perform adequately; the professional practice faces them to events, problems, cases and their college teachers didn't teach them how to manage that, but only to take information in and reproduce it in a written test. Because of this, the conclusion is that it isn't enough to have a degree in Law to be trained to be teacher in this discipline. On top of the need to teach the academic staff and substitute the current way to approach the teaching and learning process, within that process, there has to be a career curricula upgrade, to include courses about topics, not only complementary to Law, but parallel to the traditional ones and therefore, not as optional but as main subject-matter: psychology, neuroscience, negotiation and conflict resolution, to mention the most relevant ones, according to the current development of the cognitive processes in the learning field. [ABSTRACT FROM AUTHOR]

This article aims to investigate how the propositions present in the curricular reform of secondary education have been incorporated by schools. In order to do that, official documents were studied, especially the Guidelines and the Curriculum Parameters for this level of education, indicating that the main formulations are the association between knowledge and its technologies and the curriculum based on skills. In addition, it was also performed a study with all high schools in Curitiba (PR), in order to gather information on which of these propositions schools have adopted as a reference, what kind of changes they had to perform in adapting to the reform, and in which ways they incorporated the new legislation in their pedagogical proposals. The hypothesis that oriented the research was that the adoption of the official curricular policy by schools does not occur in a linear way. The analysis of the answers showed different processes of adopting official prescriptions, indicating that the accomplishment of the reform is only relative. [ABSTRACT FROM AUTHOR]

In this article we discuss findings relative to the opinions of sixty teachers at technological high schools on the reform of 2004. We comment on their answers to four open-ended questions, which explore their view of the benefits and challenges they faced on implementing the reform. We discuss the impact of measures that introduce significant changes in curriculum content and the pedagogical model (constructivism) without training teachers to manage them. In the light of changes recently introduced by the Integral Reform of High School Education, which retains a pedagogical focus but substantially modifies contents, the results of this study can serve to anticipate the challenges the new reform will represent for teachers. The results will also serve to promote critical consideration of the reform's design, planning, and implementation. [ABSTRACT FROM AUTHOR]

This article presents the results of curriculum reform at the Colegio de Bachilleres high school in the state of Sonora, Mexico, and specifically of the Educational Counseling Program that guides counseling work. Study is made of the way action is reflected in curriculum content and the taxonomy of types of knowledge about learning. The results indicate that although the program leans toward students' integral education and presents content linked to factors that have been identified as influential in students' vocational choices, the cognitive processes the program promotes are primarily at the middle level. Therefore, the suggestion is made to include contents that motivate the activation of cognitive processes of greater complexity in the subject of vocational counseling. [ABSTRACT FROM AUTHOR]

El rol del Orientador Educativo ante el reto de institucionalizar los Programas de Tutorías, particularmente en el nivel de educación media superior, implica un grado significativo de formación, reorganización, actitud, colaboración y redefinición de perfiles laborales que ante la Reforma Curricular del Bachillerato en México, convierte más en un mito que en una realidad a la acción tutoríal, sin mencionar la complejidad de funciones y la posición que asumen o deben asumir los diferentes actores educativos. Este avance de investigación invita a una reflexión proactiva del quehacer educativo para los orientadores, que desde su escenario particular participan en la gestión y cambio de sus instituciones, con la obligación y el derecho de contribuir a una educación integral en los estudiantes. [ABSTRACT FROM AUTHOR]

An analysis is made of elementary teachers' appropriation of the proposal for teaching mathematics, a result of Mexico's curriculum reform of 1993. Achievements and difficulties are indicated, and an attempt is made to explain the underlying processes of change in teaching practices, along with the factors that favor or impede such change. The study was based on interviews with teachers and classroom observations. [ABSTRACT FROM AUTHOR]

El artículo discute los materiales instruccionales de ciencias naturales. Se presenta un análisis de los materiales de física, química y biología de los cursos nacionales de actualización en México, que tratan de acercar la reforma educativa de 1993 a los profesores de secundaria. En el análisis, se enfocan en la reforma y los cursos. Se explica la coherencia de los materiales y se habla de problemas en su elaboración. Se examina su correspondencia con los enfoques actuales y su viabilidad para la puesta en práctica de la reforma.

El artículo enfoca en la introducción de formación cívica y ética en la escuela secundaria en México, y los jugos de poder y resistencias que resultan. Se mira también su influencia en las prácticas docentes. Se expone una parte de la reconstrucción analítica realizada a través de entrevistas y observaciones efectuadas en varias escuelas en Morelos y de encuestas aplicadas a profesores y estudiantes. Se muestra cómo y por qué los profesores de formación cívica y ética reconfiguran su práctica docente para recuperar el equilibrio que fue perturbado con esta reforma curricular.