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This article focuses on the concept of the Hidden Curriculum, based on Critical Theory and the Sociology of the Curriculum. This analysis is fundamental to the task of understanding the curriculum's mission in producing personalities. However, by attributing the center of this process to those experiences and objectives that are not explicit, the concept also contributes to absolving the formal curriculum of its responsibility in the formation of social subjects. It is therefore necessary to examine the minutiae of cultural and social reproduction, which is evident in the combination of one and the other (formal and hidden curriculum). The discussion is based on the works Documentos de Identidade: uma introdução às teorias curriculares, by Tomaz Tadeu da Silva (2016) and Sociologia e teoria crítica do currículo: uma introdução by Antônio Flávio Barbosa Moreira and Tomaz Tadeu da Silva (2001). The aim was to contribute to an understanding of curriculum organization and its links with broad economic and social formations, with the aim of understanding the role of schools in selecting, preserving, transmitting and distributing culture, governed by ideological norms and values. [ABSTRACT FROM AUTHOR]

The research carried out as part of the postdoctoral internship at PPGMPE-UFES objectively mapped the possibilities for expanding education in networks of know-how mediated by communication technologies. It uses the everyday method in the perspectives of Certeau, Ferraço and Alves in consonance with Morin's complexity hermeneutics, in order to experiment with technologies in networks, as ways to promote education in networks, as well as to bring back the learning created in this texture to a classroom. We conclude that mediation spaces such as the podcast, Tiktok, Youtube, Instagram, Linkedin, Pinterest infographics, Whatsapp, as well as the printed book and academic events are some, among many, technologies capable of attracting attention and people's hearts for education, while re-signifying everyday practices, providing differences over repetitions, often (un) learned in pedagogical routines. [ABSTRACT FROM AUTHOR]

This text proposes to examine the invention of schizoanalysis, by Gilles Deleuze and Felix Guattari and some contributions to Education. To this end, discusses the concepts of desiring machines and Body Without Organs, present in the book The Anti Oedipus. The concept of machine is used to evidence the machinery and does not refer to the non-human, technological, but to the production, to the gears that sustain reality. Desiring machines are associated with the concept of Body without Organs, corporeality that does not belong to a subject, but is crossed by an intensive and connective vitality. This thought sustains the complexity and processuality of reality moving from the domain of representation to the domain of experimentation. It also changes the way of approaching subjectivity, not in its interiority, but from the relationships that are established and their effects. At the end of the article, a discussion is developed regarding Education and how schizoanalysis can be a way of thinking about invention and resistance in different learning processes. [ABSTRACT FROM AUTHOR]

The article traces the paths from the knowledge based on Afro-Brazilian and indigenous practices with the guidance of the ancestral teacher Pai Joaquim da Calunga, a Preto Velho who goes to a Terreiro de Umbanda located in the north zone of Rio de Janeiro. Whirling in the civilizing molds of a hegemonic culture, crossing other possibilities of being and being in the world, inciting the creative power of students, with Banda and Quimbanda, mixing plural bodies that circulate in school spaces and that often instill the idea of being doomed to certain negative ends on the outskirts, is that we are going to make the rounds spin. In the logic of an Education as an experience of freedom of being and of accumulation and exchange of vital force, like axé, the responsibility is to establish a point in a piece of curricular vine and untie the knots of colonial violence, exercising the fluidity of the different possible paths. Therefore, this article is based on the idea that it is not always possible to avoid the death of the physical body, but it is possible to re-enchant the world through the power of life. [ABSTRACT FROM AUTHOR]

Brazil is a country marked by the institutionalization of the curriculum, where this document is given too much importance, one of the ways of controlling the action of educational institutions by the State, as well as the teacher's action, not only being a guideline, but an authoritarian way of demarcating the control of teaching professionalism. In this sense, more democratic alternatives for the formulation of curricula are necessary, and the Freirian theory of Liberating Education presents itself as one of the possibilities. Thus, this article aims to present and describe the assumptions of the curriculum within Liberating Education. To this end, this research is of a qualitative nature, descriptive level, with a deductive bibliographic research approach. In all, 12 assumptions necessary to the formulation of a liberating curriculum were found. Although some criteria have a greater qualitative importance than others, they all compose the same political-educational praxis, and it is not possible to dissociate or neglect them in the process of formulating the document. Thus, radical democracy is the criterion that guides all the others, being epistemically present in the goals, means, justifications, and the whole theoretical-practical set that makes up the liberating praxis. No truly liberating education along the lines of Paulo Freire can be antidemocratic, antidialogical, segregationist, antidialectic, or banking. [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 article aims to contribute to the ongoing and recent discussions about human rights education and presents an analysis of the State Plan of the State of São Paulo for Human Rights Education. Brazilian society, either in a declared way or in its denial. Such a debate, therefore, cannot be left out of formal education, recognizing the school space as a privileged place so that moments of reflection can be carried out around the concepts and practices, without forgetting that the school institution and its public are inserted in a given social, political, economic and cultural context. The public policy developed to promote human rights education for students in São Paulo. This is a qualitative research, based on bibliographic research. In this context, it is sought through the reading of documents on human rights, and analysis of public actions developed for the implementation of Education in Human Rights in the Paulista Curriculum. [ABSTRACT FROM AUTHOR]

In this study, we seek to analyze how the disciplines that address gender and sexuality are organized in the curriculum of undergraduate courses in Physical Education at Brazilian Federal Universities, based on Pedagogical Course Projects. For that, we used a documentary type investigation, which allowed us to identify 16 disciplines. From the orientation of the content analysis applied to the menus, we identified three dimensions, created from our interpretations, namely: sociocultural and identity dimensions of the body; Political-Pedagogical dimensions; and Empirical-Investigative dimensions. As a result, we recognize how the themes “gender” and “sexuality”, when thought of in the Brazilian scenario, still timidly materialize in the curriculum. However, the disciplines identified point to the purpose of challenging gender and sexuality frameworks in physical education, which contributes to a training attentive to differences and social justice in the field of bodily practices. [ABSTRACT FROM AUTHOR]

The text proposes the articulation of the theoretical-methodological contribution of the Laclaunian discursive approach with multicultural issues. It outlines a context in which it explains the relevance of the identity debate for the country, despite the criticisms and the problems and risks with essentialism. From this, it highlights what has been understood as multiculturalism, that is, a set of answers about the plural condition of contemporary societies. Such responses are mobilized by questions raised in multiple contexts, including education. Discourse theory, on the other hand, emerges as a poststructuralist and post-foundational political theory. There are no origins and no teleologies, fixed identities and self-centered subjects. Rejecting both imposed universalism and fragmentary relativism, it presents itself as an invitation to think about the social in another way, incorporating complex issues such as universalism and particularism. In this sense, it does not deny the need for answers to multicultural questions, but to the way we generally treat them, reconfiguring the sense of difference beyond cultural diversity, which also includes singularity, multiplicity, the discursive flow in dispute. I argue that the approximation is powerful and relevant to the contemporary debate in which the country is dramatically inserted, considering inequalities and oppressions. [ABSTRACT FROM AUTHOR]

The objective of the text is to emphasize the works that were presented in the first three publications of the Post-Structuralism and Social Theory Symposium (2015,2017 and 2019) in relation to the field of Education, recognizing the notions/operators of Discourse Theory that has references in these texts and the contributions that the authors established from this strategic theoretical structure. Moreover, were read and interpreted the texts referring to the field of Education and published in the annals of the Symposium through the first three events realized in the city of Pelotas/RS. The notions/operators of DT used as objects of reflections in the texts potentiating the enlargement in the field of Education, in its different areas of knowledge, in addition to being undestood as theories that facilitate the understanding of precariousness, provisionality and unpredictability in doing educational and curricular. [ABSTRACT FROM AUTHOR]

Globalization has re-signified the "local". However, this centrality occurred in the midst of paradoxes and contradictions. The effects of economic globalization materialize in the form of unemployment, hunger, and the widening of social inequalities. In this context, the ideal of defending human rights is in question. Faced with this context, the challenges of human rights in Brazil can be perceived. From this object came the question: what is the importance of curricular policies and practices for the development of a culture of human rights? This article aims to contrast the relationship between diversity, human rights and the school curriculum. The methodology used was based on bibliography. Articles were collected in internet "search engines" (CAPES, Scielo Brazil, google Scholar). Finally, the author's library was used. From this theoretical-methodological articulation, the article was structured in three sections. The first addresses aspects of Brazilian cultural diversity. The second highlights human rights linked to educational demands for equality and dignity. Finally, the school curriculum is sought to experience human rights in cultural diversity. This cultural artifact can become the embedding of values for a culture of human rights focused on respect for diversity and coexistence within multicultural societies. [ABSTRACT FROM AUTHOR]

This article aims to examine the themes produced by students in the research paper projects of the Pedagogy course, in Distance Education modality. This research is qualitative, of documentary character. The results of the analysis indicate that students prefer to frequent themes from academic literature (ludic). It was also noticed the insufficiency or absence of the theoretical framework in the projects. The methodology used by the students was, primarily, those of bibliographic and documentary nature. Regarding the sources, it was found difficulties in defining the search websites. During the writing of the project, students used non-scientific websites, such as blogs, portals and / or news reports. The analysis of the writing of the works evidenced difficulties of the students in relation to writing texts. It concludes the importance of the professor advisor, since the very beginning of the elaboration of research projects, once it is up to the professors to instrumentalize the students for the construction of cohesive and consistent theoretical and methodological references. [ABSTRACT FROM AUTHOR]

Education, wich pumps the blood of development, is a fundamental right of the human being, and in addition to collaborating for its progressive change, is determinant for the growth of the country. To this end, a relevant and current educational system is required, which takes a deep reading of the social and economic context, in order to facilitate citizen's social mobility. In this sense, the present text aims to contribute with some critical reflections on the face and social mobility of young people attending general courses in Angola. To support it, and drawing on the qualitative approach, we privilege the bibliographic collection, reading and interpretation of the normative documents related to the theme. The results suggest that the challenges regarding the social mobility of young people in Angola are still innumerable, judging by the quality of educational and curricular policies, school structures, functioning and pedagogical practices of teachers, wich need to be rethought and in tune with the winds of globalization and the young people's desires. [ABSTRACT FROM AUTHOR]

Gender and sexuality studies have always been a controversial issue, dividing opinions regarding their discussion in the school context. In general, the approaches related to sexuality and gender that permeate the school curriculum are instituted from concepts linked to the pattern of heteronormativity. The objective of this research was to analyze the academic production on curriculum, sexual diversity and teaching action in the school context and the meanings built in this movement of construction of knowledge. To this end, a state of the art was carried out from the analysis of dissertations and theses, published between the years 2009 and 2019. The findings pointed to a discussion still operated by the biologizing bias, with a focus on human reproduction, taking as an argument to explain postures in relation to the subject. From the bibliographic survey, it was noticed that there is still little discussion on curriculum / curriculum policies that approach the theme in more depth, in terms of politicalphilosophical understandings, sometimes presenting themselves in a very punctual and superficial way. In view of the above, it is considered necessary to expand the debate on the possibility of contributing so that the school can think of strategies to deal with this issue, transforming itself into a space that recognizes differences. [ABSTRACT FROM AUTHOR]

This is the analysis of the text Inquiries about the curriculum: Curriculum, knowledge and Culture, which is one of the five notebooks organized by the Ministry of Education (MEC) in 2007. The document authored by Antonio Flávio Moreira and Vera Candau, aims, like the other notebooks, to create debates, questions and reflections in the education systems, regarding the conception of curriculum and its developments. In the document analyzed, the authors note that the concern with the curricular issue moved from the relationship between curriculum and knowledge to curriculum and culture. This concern materialized after 1990, where it became the topic of discussion at various conferences developed by international organizations, including the World Bank, which prompts us to ask: What is the concern with the educational curriculum? and what conception of knowledge, culture and curriculum are being defended in this instruction perspective? To respond to these concerns, we use the Historical-Critical Pedagogy as a contribution to the analysis of the conceptions about curriculum, knowledge and culture pointed out in the base text. We emphasize that our defense is based on man's ability to learn to feel, think, evaluate and act, and not simply to adapt to the current system, arguments observed between the lines of these guiding documents. [ABSTRACT FROM AUTHOR]

This article problematizes education in dialogue with presences, knowledge and grammars subordinated by colonialism. I highlight how the attack on diversity runs directly through actions that operate in the armor and in the precariousness of explanatory principles that protect other sensations and experiences of the world. Thus, diversity is fundamental for the emergence of routes that affect beings in favor of life, dignity, good living and cognitive and social justice (SANTOS, 2008). Education is thought of here as a phenomenon crossed between experience, learning, knowledge and ethics whose motto is the explanatory principles of Yoruba culture, especially the orishas Exu and Orunmilá. Exu transferred to the Americas is the dynamic principle of each and every movement, creation, communication and language. Orunmilá is about knowledge and the multiple possibilities of interaction with it. Both are invoked here as philosophical and pedagogical availability to propose enunciative, political and epistemological turns that launch the criticism of education as a feeling, doing and thinking necessary for the registration of plural paths, responsible for difference and powerful for decolonization. [ABSTRACT FROM AUTHOR]

La pretensión de esta escrita es articular autores cuyas líneas de pensamiento ayudan a fundamentar una formación para profesores de artes visuales que actúan en la escuela básica brasileña. Para eso, es necesario comprender con profundidad el concepto de arte y lo que la diferencia radicalmente de la cultura. En este contexto de formación, otras cuestiones necesitan ser discutidas como: el espacio escolar, la actuación del profesor que vive ese espacio de aprendizaje y primordialmente el alumno, sujeto para el cual la formación continuada se destina. La relación subjetiva profesor y alumno también necesita ser revisada, si lo que se quiere alcanzar son nuevos modos de formación y aprendizaje escolar. [ABSTRACT FROM AUTHOR]