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Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The following paper promotes a dialogue between the Non‐Party School bill (that fights against what it calls ideological indoctrination in schools and universities) in opposition to the notions that have been woven by the curriculum studies field. Our argument is based on the understanding that teachers and students are the authors of their 'teachinglearning' processes, what is called curriculum as a daily creation; believing that the product on of knowledge happens in, and undeniably, with their interaction. In this way, it is evident that a neutral curriculum, non‐ideological and non‐political is impractical, just as it is impossible that teachers acts separating their moral, political and ideological values. In addition to the epistemological discussion, teachers narratives are brought as a resource that helps us understand the inseparability between the multiple dimensions (do / feel / think) which is embedded in the teaching practice. Faced with this impossibility, we realize that those who promote the idea of a neutral school might have a political and epistemological naivety or actually disguise their conception on A Single Party School: which takes as absolute truth the knowledge validated by the high culture and therefore does not relativize the status quo. We conclude that the Non‐Party School project must be contested in order to ensure mutual respect and effective expression of the right to difference in our educational curriculum policies, because teaching for citizenship cannot be a crime! [ABSTRACT FROM AUTHOR]

This paper presents partial results of a study about the relationship between the public and the private sectors in territories of school curriculum. Its objective is to analyze the occupation of spaces for curriculum management in public education networks by private sector organizations. With this aim, situate the general framework of this movement in Brazil, highlights the occupation strategies and blurring of borders in this field and identifies some of the impacts produced. [ABSTRACT FROM AUTHOR]

The objective of this paper is to present Michael W. Apple's contributions to the curriculum policy analysis. From this author's work key-concepts, some possibilities and limits of the curriculum conception and the critical pedagogy designed by Apple for the analysis of curriculum policies are presented. The conclusions point to the significant contribution of Apple's discussions about concepts and relational categories, ideology, hegemony, hidden curriculum and power relations to the curriculum policy research. [ABSTRACT FROM AUTHOR]

This paper discusses the speeches and texts from different political subjects around the current debate on the Common National Base Curriculum, trying to understand how these discursive articulations represent the man's identity to be formed in basic education. For both, it is taken for analysis public and private speeches that permeate this heterogeneous scenario of political articulation. Provoking dialogues with some theoretical curriculum of the field and education, such as LOPES (2010), MACEDO (2014), BURITY (2010), among others, seek to ensnare an analysis of speeches understood as social production and interlaced by hegemonic designs curriculum, with reference to the theory of Ernesto Laclau Speech and Continuous Cycle Policies Stephen Ball. We argue that the student's training project for basic education instilled in speeches around a common curriculum, brings together the projection of the identity of a fit man to be placed in the context of globalization and represents the school as a technical instruction space for training performative student. [ABSTRACT FROM AUTHOR]

This paper aims to partially introduce the investigations performed by the Curriculum, Environment, Movement Research Group (CEM/CNPq/Univates), which aims to investigate the curricula particulars within the school environment and out of it, with its relations and crossings with schooled and non-schooled movements. It's articulated with the ideas of the Philosophy of Difference, mainly from the authors Gilles Deleuze, Félix Guatari and Michel Foucault, as well as the post-structuralist theorizations, from the developments carried out by authors as Sandra Corazza, Tomas Tadeu and Silvio Gallo. The researcher's empirical field, compound by two scholar environments and two non-scholar ones, is taken with the purpose of establishing understandings about the curricula movements, the relations it engenders and the ways they are used. From the approximation with such environments, which is performed by observations, interviews and research on local documents, it has been able to plan some expansions of the curricula, problematizing its emerged conditions and its possibilities for creation and trials. At the end of the text, we highlight an investigation taken in a nonschooled environment, a Non-Governmental Organization that aims to mingle into the community movements by developing itinerant workshops, diverse from the school forms. [ABSTRACT FROM AUTHOR]

This paper presents the background, political and policy bases for the inclusion of the gender perspective in the curricula of higher education, and the current situation at Federal University of Paraiba, highlighting three feminine undergraduate programs: Education, Social Work, and Nursing. Is considers gender curricular inclusion as mainstreaming, addition of specific disciplines, and adoption of a feminist pedagogy, emphasizing empowerment. It concludes pointing out the challenges to disseminate gender equity and gender mainstreaming in higher education, especially in the curricula of the hard sciences where women are minority. [ABSTRACT FROM AUTHOR]

The text to problematize the senses of knowledge articulated in the discourse on democratization in Basic Education. We take as empirical the Reference Document of the National Conference of Education, which was intended to cover some of the discussions that will be used as subsidies for the construction of the National Education Plan (2011-2020). We situate this work in the field of curriculum (Macedo, 2006; LOPES, 2008, 2010, Lopes and Macedo, 2009), with the theoretical framework of social theories of discourse (Laclau, 2009; Laclau and Mouffe, 2004), which provides grants in to investigate the discursive coconstituents of hegemonic struggles in different contexts. In this sense, this paper seeks to look at the historical trajectory of the senses of knowledge in the field of curriculum and explore to what extent the question of knowledge is present or not in the speeches of the democratization of basic education. Thus, we found that the political game reinvest the senses of school knowledge seeking to investigate the discursive movement of the joints and the equivalences and differences shape the debate about the "democratization." [ABSTRACT FROM AUTHOR]

This paper forms part of a postdoctoral level report completed in 2010. The objective is the construction of possible scenarios to assess the implementation of curriculum guidelines in high schools in the state of Piaui. By means of etnoresearch with a multi-referential approach carried out with the school staff of the only public institution of the State which has adopted the guidelines since 2008, and with education specialists from the Federal University of Piauí, a structural matrix according to Godet (2000) was developed to define the link, explanatory, the autonomous and the results variables. This enabled us to understand which are the variables with more conditioning and with significant degree of dependence, to obtain the tendency and normative scenarios for the establishment, serving, in this way, as a unifying method to send participatory planning strategies. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espaço do Currículo is the property of Revista Espaco do Curriculo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)