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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]

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 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]

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]

In this paper we intend to show that the thought of the philosopher Rudolf Steiner can be used as a powerful tool for the re-enchantment of pedagogical practice and the construction of a utopian curriculum because of his methodological principles. Our argument consists in defending that the teacher-student, in his pedagogical practice, in the relationship between educator and student, must take into account the thinking, feeling and willing of the students and of himself in order to re- enchant the educational process and contribute to the construction of a utopian curriculum. It was found that the experience of being an educator provides a basis for overcoming the dilemmas caused by a practice oriented toward rational, disenchanted modernity that views human beings only from the rational-cognitive point of view. [ABSTRACT FROM AUTHOR]

This paper approaches dance in the formal curriculum of basic education aiming to build knowledge through experiences with Brazilian dances, specifically carimbó. The methodology involved the interdisciplinary project "Carimbó, Regional Culture and Sustainable Development", with 4th grade students from Colégio de Aplicação, a basic education school of the Federal University of Roraima. We started by understanding Project Pedagogy, with simultaneous planning of didactic sequences in Portuguese Language, Geography, Dance, Music, and Physical Education. We reflected on the interdisciplinary experience in Dance and Physical Education. The construction of knowledge included the following stages: Research on the history of carimbó and its characteristics; experiences of carimbó circles in the classroom; conversation circles; and a performative experience during the culmination of the project outside the classroom, with carimbó circles including live music and members of the school community, including the children's families. This experience led to participants' recognition of carimbó as a cultural heritage and a fruit of popular resistance of communities in Pará. Due to the performative and festive nature of the dancing circles, carimbó was also the starting point for reflections on inclusion models that aim to integrate the body in school spaces. The recognition of carimbó as heritage was based especially on an affectionate approach to this dance, as well as on a discovery of this manifestation as an Afro-American resistance. Beyond a traditional Dance Pedagogy, we recognize in the memory of carimbó -- in its festive elements and its influences from the indigenous worldview -- paths for a Decolonial Pedagogy in Dance. [ABSTRACT FROM AUTHOR]

The paper brings reflections on the production, in the daily life of early childhood education, of pedagogical practices articulated with anti-racist pedagogy. It presents findings from qualitative research, with school daily life, involving the experience of one of its authors. In that moment, she carried out her educational process as a researcher teacher, teaching at an early childhood institution, linked to a municipal public network. The paper is designed through the teacher memories and some of her records of her work, especially with a black child of this group, when she proposed to herself to articulate children's literature to the meeting with the blackness. The development of the research focuses on the racism, as a social production that feeds the inequality and hurts children and childhood, and besides problematizes the racism as an issue of early childhood education. It also signs the relevance of its confrontation as a process that conducts to the exercise of an anti-racist pedagogy, an imperative movement to produce the freedom education. Its conclusions highlight the power of children's literature to mobilize reflection, dialogue and meet with the blackness as an affirmation of the right to the difference. [ABSTRACT FROM AUTHOR]

This paper seeks to mobilize the category of "Améfricanity", created by Lélia Gonzalez, to reposition the debates on curriculum policies and the production of curricula in everyday educational practices committed to the struggles against racial inequalities and discrimination. The analysis, which is based on the processes of resistance to coloniality in Améfrica Ladina and the confrontations carried out by the Black Movement, unfolds the implications of the African conception of the curriculum, in line with Laws 10.639/03 and 11.645/08, discussing the limits, challenges and possibilities arising from this legal and political-epistemic device. It seeks to reflect on how the "decolonization of curricula" imposes the need to resize the vocabulary, the imaginaries and the practices that are reflected in its political construction, beyond the model parameterized by categories that do not express the reality of the territories and the experiences of racialized subjects in the diaspora. [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]

This paper introduces a curricular experience as an everyday exercising of the idea of educational territory. As this work acknowledges the risks entailed in the semantic-conceptual plurality of that category, it also seeks nevertheless to aggregate within its reach a series of educational experiences deriving from the project Gatherer Communities Teachers' Education, inside the Amazon forest, in a region known as Terra do Meio (Middle Land), at the confluence of the rivers Xingu and Iriri, which incontestably evince the concrete possibility for the subversion of a pre-established "curricular order" as condition for the operationalization of the pedagogical work, whose main and most perverse consequence is the displacing of the reality of the territory in which such work occurs, culminating in an almost absolute artificialization of the whole experience of school education carried out with traditional peoples and communities. Therefore, inspired by the approach by the cartography method, this paper intends to indicate pieces of evidence regarding school counterculture, which becomes possible due to a conception of the curriculum as practice both rooted in life experience and intertwined in the fabric of the territory where it takes place. The territory is, beyond the space where things happen, an educational factor with a high pedagogical potential for all individuals involved in the experience. Accordingly, this article assumes the educational experience rooted in the territory as the right to a full development of the human vocation, to a becoming, but a viable becoming, which is in consonance with the necessities of concrete individuals, historically situated and existentially potent. [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]

In this paper, I situate the context of disputes that marks the production of the New Brazilian National Curriculum (known as BNCC) for basic education and its implications for teaching. This normative political text intends to guide curriculum models for the basic school and also defends in its presentation the articulation of other policies such as the production of didactic-pedagogical material, evaluation, and teacher training. For the initial and continuing training of teachers, the idea of a common national curriculum impacts new standards that tend, like the BNCC, to discursively strengthen the idea of a common base for teaching associated with basic education and instrumental curricular models. In this paper, I intend, based on Laclau and Mouffe's Theory of Discourse, to interpret the meanings that have implications for teaching in their initial and continuing education with a focus on the signifier: base. In the context of the normative production for teacher training, we verified that it defends the curriculum based on competencies, the link between the result of the students 'performance and the teachers' performance referring to the context of disputes over the National Curriculum Guidelines (2001, 2002), approved during Fernando Henrique Cardoso's government. Focusing on the National Council of Education (CNE) normative for teaching (2019, 2020) I problematize the articulations that are mobilized around the signifier Base. [ABSTRACT FROM AUTHOR]

With the approval of the Law 13.415/2017 that changed the Brazilian secondary school and allowed greater flexibilization on its subjects and curricular content to be available on the educational offer, the state education networks underwent building curricular proposals oriented by the Base Nacional Comum Curricular. This paper aims to analyze the initial implementation paths of the curricular proposal under discussion in the state of Paraíba, compared to the already completed elaboration of the state of São Paulo. Built with Apple and Gramsci theoretical basis, the paper seeks, in the first place, to apprehend the meaning of the race of hegemony in the field of the educational reformation, based on the power relations in the elaboration of the curriculum, as well as the influence of the neoliberal mindset on these reformations. Secondly, this paper undertakes a comparative analysis of the proposals between the two state education networks, focusing on the area of Humanities and Social Sciences, for methodological purposes. Within this comparison, it shows divergence amongst the two curriculum formulations, although they have the national reformation policy, due to its different approaches -- São Paulo taking more of an operational driven guideline, whereas the state of Paraíba proceeded with a more pluralist vision of schoolar curriculum. [ABSTRACT FROM AUTHOR]

This paper proposes a reflection on the notion of hegemony, developed by Laclau and Mouffe in its relations with curriculum research. The approach developed allows to understand, in the broad field of curriculum policy of the BNCC, different hegemonies. For this article, two of them will be highlighted: the new literacies and multiliteracies, associated with the Portuguese Language (LP); and the sport, in the Physical Education (PE) component. The Discourse Theory composes the research strategy, along with the appropriations made, mainly, by Alice Lopes and Elizabeth Macedo for research in the field of curriculum policies. Based on this theory, the public policy of curriculum in which the BNCC is constituted is problematized. It is pondered that the curriculum centralization defended through hegemonized discourses in the two highlighted components is justified by a supposed approach to the reality of young people, while it projects the idea that the education that takes place in schools is unattractive, contentbased, and disconnected from the student's world. It is considered that, although the BNCC-LP and BNCCEF seek a curriculum stabilization, assuming the possibility of control over what happens in schools, the movement towards the closure of social meanings is not possible. We conclude by pointing out that the curriculum components LP and EF are always subject to resignifications in the field of discourse, in the different contexts in which they are interpreted, which reiterates the defense of a more democratic and plural curriculum, whose meaning cannot be closed once and for all. [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 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]

The paper analyses the practices of Pedagogy of Alternation at the Family Center of Education by AlternationManoel Monteiro, located in the Municipality of Lago do Junco in the State of Maranhão, with the objective of identify, from the conceptions and practices of its actors, how the Pedagogy of Alternation is being carried out in this institution, highlighting the consonances and dissonances between its practice this pedagogy in the researched school and what is set by the theoretical basis that guides it. The study comes from qualitative research, of the case study type, involving document analysis and interviews as instruments of data collection. A brief characterization of Pedagogy of Alternation is presented, its assumptions and guidelines for the organization of pedagogical work and identifies limits and contradictions of the pedagogical work developed at FCEA Manoel Monteiro in line with the theoretical proposal of alternation pedagogy. The result points to a great gap between what is proposed in the theoretical basis of alternation pedagogy and what is being practiced by FCEA, a situation that induces to precariousness of pedagogical work and the lack of integration between general and professional training. [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]

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]

Recently, the Federal Government reformed high school in Brazil. This reform gave rise to a concern with the continuity of the offer of Integrated High School. In this context, this article, part of a larger research, had the general objective of analyzing the scientific production on integrated curriculum in Integrated High School in Brazilian postgraduate courses in the period 2011-2017. As a specific objective, we delimit: identify the challenges for implementing the integrated curriculum in localized production. The qualitative study is of the “State of the Art” type. For the location of the works, we consulted the Bank of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Brazilian Digital Library of Theses and Dissertations (BDTD). For analysis, we used the Thematic Categorical Content Analysis Technique. We classified the works according to their thematic emphasis based on the analysis of the abstracts. We found a total of 23 papers that focused on the integrated curriculum in Integrated High School. These studies, in general, point out that there is still a long way to go in order to implement the integrated curriculum. Among the challenges that persist, we highlight the lack of understanding of the integrated curriculum by teachers working in Integrated High School. It is necessary to invest in the continuous training of teachers who work in this teaching in order to strengthen practices related to curricular integration. We point out that advances in the understanding of the integrated curriculum in Integrated High School may pave the way to combat other challenges. [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 is a postdoctoral research and aims at presenting contributions regarding theoretical-methodological backgrounds of the initial training, in graduated teaching performance of the Institutional Program of Teaching Scholarship (IPTS) / Subproject IPTS - Visual Arts of Ponta Grossa State University (UEPG/PR), held from 2009 to 2014. IPTS is considered a complementary public policy that promotes and enhances teacher's training. This public policy is considered an indicator of actions of public authorities based on the context of National Public Policy of Teacher Training, which is part of an educational project of Brazilian State. Thus, this study aims at reflecting on initial post-training and collaborative background processes on research-action perspective (CARR; KEMMIS, 1988), based on Saviani's historical-critical pedagogy (2008) and Freire's liberating pedagogy (1987, 1997, 2010) and on impacts and contributions of that background and on some performance regarding the graduated praxis from IPTS - Visual Arts, at school. As a result, it is comprised that those contributions are positive and significant along the professional career of graduate students. [ABSTRACT FROM AUTHOR]

The National Common Curricular Base (BNCC, 2016) emerges as a result of a discussion about the need for a common curriculum for the country and proposes for each area of knowledge the contents that should compose the curricula of the schools. Thus, taking into account the area of Languages and the discipline of Portuguese Language, we can see that theoretical options are made during the elaboration of this document, however they are not indicated. For this reason, this paper focuses on the (de)-construction (Le Goff, 1997) of the conceptual and structural architecture of this second version of the document at the secondary level. Based on documentary research, based on a qualitative-interpretative basis and situated in the critical-collaborative field of Applied Linguistics (LA), we sought to investigate Didactic Transposition (Chevallard, 2001), namely, the passage from scientific knowledge to scholarly knowledge, which (re)-defines teaching objects. Therefore, it is important to forcefully unveil the theoretical configuration that emanates from this document as well as the implications for teaching. For this investigation, we rely on the theory of Didactic Transposition, Chevallard (2001, 1991), Leite (2007), Marandino (2004); Textual Linguistics, Bentes (2004), Brait (2016), Koch (2009); plus Curriculum Studies, Silva (2005), Macedo (2012) and Moreira (2009), to analyze the concept of textual production in this document. The results point to the erasure of theoretical affiliations and a conceptual inaccuracy, which may lead to reading complications. In addition, there is a recurrent link to the grafocentric notion of text, resulting in a less pedagogical view of the teaching object in question. [ABSTRACT FROM AUTHOR]

This text aims to discuss other epistemologies from the proposal of Tefé National Forest (Flona-Tefé) peoples' participation. During this walk of research and reflection in Amazonas inland, we realized that the term community occupies a central place. Almost everything in the life of forest is built through communities and in a community way, including the process of women's participation. Based on the perspective that community and political female participation has increased in recent years, mainly provided for the access to education, training and the desire to implement public policies, gender and salary equality, the present paper intends to show, based on the meetings and the researches developed with the Flona-Tefé community, the motivations and the satisfaction of these women in the public sphere participation. [ABSTRACT FROM AUTHOR]

This paper starts from the extension of the meaning of the term Bioethics, and seeks to justify in the discussion about ethics linked to life issues the inclusion of the problem of the moral status of nonhuman lives. It is a question of thinking about environmental problems as part of Bioethics, since different lives are more or less integrated and constitute a continuum of relationships and interdependencies. This sense of bioethics allows us to think of a critical environmental education in which the human person does not perceive himself as outside or above the natural environment, placing his life in an ethical and political differentiated level, which authorizes him to dominate, explore, and make an indiscriminate use of other forms of life. The defense of this sense of bioethics is made by using two interconnected theoretical strategies: 1) The need to deconstruct hierarquical dualisms of value so that the person can think of himself as a subject inserted in an environment not only cultural, but also to some extent dependent on a natural world, in relation to which his life does not oppose. 2) The importance of encouraging new ways of relating to other forms of life, in a nonoppressive and non-destructive way, in order to give full meaning to the idea of nature preservation. In this sense, we intend to carry out, considering the contributions of ecofeminist thought, a critique of the hierarquical dualisms of value that form the basis of the patriarchal exploratory worldview, and to defend an approach in which relations between humans and non-humans are based on a continuum of life forms rather than supported by hierarchical divisions of value opposition. Bioethics courses can be a place of awareness promotion in Higher Education about the need to propose a new place for the human being in relation to other forms of life. [ABSTRACT FROM AUTHOR]

In a historical moment characterized by explicit belligerent obscurantism, the debates in Brazil on curriculum transcend the educational field and became battles in many social environments like the media and legislative councils. However, the high temperature of the debate is favorable to the creation of an ambience characterized by the fight between emotional rhetoric to the detriment of deeper analyzes of foundations and implications of the curriculum construction process. The proposal of this paper is to discuss some ideas that could be used as tools for the construction of school curricula not dictated by belligerent obscurantism and, at the same time, not fragmented in a list of issues considered relevant by the many segments of the population. [ABSTRACT FROM AUTHOR]

This paper presents results of a documentary research in the context of recent political teacher training, with special emphasis on the National Curricular Guidelines, as well as the proposal of the current Federal Government to institute pedagogical residency in undergraduate courses. Our goal in this regard is to analyze the possibilities and limitations of such proposals. By the time the country goes through a complex fiscal adjustment, with schools and universities suffering from budget cuts, we understand that MEC's announcement is contradictory and ignores the cultural specificities of each region. [ABSTRACT FROM AUTHOR]

This paper analyses the national core curriculum for teacher education of basic education in Brasil considering the current laws by Brazilian National Board of Education, as Resolution CNE/CP 02/2015, Resolution CNE/CP 1/2016, and the Resolution CNE/CP 2/2016. It is underlined the goals of these educational laws and the dificulties for its implementation in tertiary education, as the consequences for basic education. [ABSTRACT FROM AUTHOR]

In this paper, we aimed to analyze part of results obtained in Master's dissertation, organized on mapping exercise of dissertation and theses produced on post-graduation programs from 1998-2013. It is worth mentioning that we operate with data from Biblioteca Digital de Teses e Dissertações (BDTD), identifying those productions that minimally brought studies on the stages of early education and elementary school, in the perspective of recontextualization of ideological discourse about the knowledge distribution. Therefore, we have elected as analysis category, curriculum, Basic School, Basic Education, knowledge distribution, knowledge (while intellectual constructions historically produced by humanity), quality (include quality education, quality in education, among others use variations found, concerning relation with the knowledge) and evaluation. Among the results of the analysis, we highlight the small contingent of works, that that have dedicated themselves to the study of the knowledge distribution, as well as the significant regional inequality in produced thesis and dissertations distribution. Lastly, the chosen language in education is not neutral, because with it we understand the educational reality in one way and not another, we have highlighted certain problems, taken a position before them and expressed our intentions. [ABSTRACT FROM AUTHOR]

This paper is a survey rereading of the teachers' perception considering the process of scholar student inclusion in deficiency situation: "Knowing the School Inclusion through the perception of the teacher: what experience has to say". The answers of two teachers are analyzed: a teacher of a regular school and of a specialized education. Their perceptions of how the inclusion is dealt with in their workspace are observed, through how their experiences and feelings in face of the differences manifest themselves in the school environment. This rereading indicates nuisance and resistance from teachers on the difference theme. As mentioned in Guimarães Research, 2015, the movements of resistance are produced by students, but they can be also observed in the teachers. Therefore, the concept of difference and resistance is here approached according to Foucault. [ABSTRACT FROM AUTHOR]

This paper aims to present results of research on educational experience in Candomblé and its reverberations in school educational practice by reference to the concept of experience in Phenomenology of social relations, in Schultz. An exploratory study was developed in Ilê Axé Maroketu House, located in the city of Salvador - BA. To reach that goal, an interview with a member of religious space, teacher of basic education has been held. The results showed that educational principles of Candomblé, such as patience, listening skills and respect for hierarchies, can reverberate in formal educational space. [ABSTRACT FROM AUTHOR]

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 aims to discuss the political subversion produced in public schools in the city of Rio de Janeiro, in front of a curriculum proposal that stands out for homogeneous guidelines for all education network of the city of Rio. In 2009, the Education Municipal Secretariat of Rio de Janeiro presented a policy based on Proof Brazil descriptors for every elementary school and as part of this policy some projects have been developed related to technology, with the aim of disseminating the guidelines curriculum among the Municipal schools in Rio. One such project is the online platform Educopédia where teachers can find digital classes by level of education. The Embassadors’ project has been elaborated linked to Educopédia project for the teachers who work in the Municipal schools in Rio in order to promote the platform in their schools. Thus, based on interviews of Ambassadors, we will discuss the inventions and creations that take place in everyday life of the schools under the foreigner concept (BHABHA, 2013) that allows us to analyze the participation of Ambassadors in the curriculum policy of Rio, in a perspective of disputes by significance of what comes to be a work that links curriculum and technology. In these disputes, we see the power of hybrid production, a shared sense of a number of proposals passing all the time, in an interstitial space that foreigners help to move. [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]

Internship is of paramount importance for the professional, as the stage allows the application of what we learn in theory. With the internship, the student prepares to take a role in the labor market and have the opportunity to present all content assimilated over the years at the university. We intend, in this study, examining the moment, in the historical context, the supervised replaced by pedagogical. Thus, we think that discuss the supervised training is to first assess how the practice, in education, is seen in various legal rules, such as the Constitution, the Law of Guidelines and Basis of Education and even the latest, Law 11,788 / 08. In this paper, we argue that, in its origins, supervised lacked pedagogical character, because he was present in technical courses and sought only to insert the student labor market. Today, the stage is seen as a discipline curriculum training that enables research, reflection and consequent relationship between theory and practice. [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 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 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 addresses the plan II of this Project entitled CURRICULUM AND EVALUTION: contemporary discourses (Discourses about curriculum and the concepts evaluation in I and II segments of Municipal Elementary Education of João Pessoa/PB) conducted by PIBIC/PIVIC program realized in the period of 2014/2015, with the objective of analysis of the meanings of evaluation and how these are articulated with the meanings of curriculum in public schools in João Pessoa. For this purpose and aiming to achieve the proposed objective, this research approaches to curriculum field's authors, as Pereira (2009a, b) who takes on the curriculum as a network of meanings, as well as other authors of this study field: Moreira and Candau (2007), Silva (2013). As regards the evaluation is grounded in Fernandes and Freitas (2007), Mainardes (2010), Esteban (2010). The survey takes quantitative and qualitative characteristics, field, bibliographical, documentary, exploratory and explanatory according to Gonçalves (2003) and Marconi and Lakatos (2003). To understand the meanings of evaluation in documents examined, we used the corpus linguistics, based on studies of Sardinha (2000, 2009, 2006) and to assist in corpus linguistics, it was used WordSmith Tool 6 program. To understand the meanings, used Speech's Theory of Laclau (2005) and Laclau and Mouffe (2004) and studies of authors that are based on this theory, as Pereira (2009a, 2009b), Mendonça (2009), Ferreira (2011), among others. The documents analyzed were the Law of Directives and Bases of Education, National Curriculum Guidelines for Elementary Education, National Curriculum Parameters, João Pessoa's Municipal Education Plan, PPP of local schools of João Pessoa/PB and interviews with teachers. Previous work were used in order to know the curriculum meanings in schools in the municipal school system of João Pessoa and performed the analysis of overlapping with the essence of curriculum and evaluation in that it was perceived to be a relationship between these categories, in the conception that both can be considered empty significant in the light of Speech's Theory. [ABSTRACT FROM AUTHOR]

Identifying as one of the effects of marginalization on subjectivity, the theft of the intimate word, the choking of singular speech that escapes the narrow repertoire of discourses that already precede them, we have been developing workshops in different contexts with people who, or have passed through the penal, socioeducational system, or are effectively in them. Because we realize that, in some way, there is a serious difficulty in talking about feelings, that is, in talking about what makes us up but that does not have a clear outline, which is not evident even for ourselves and precisely because this is what we are, we made this perception the reason for a series of psychoanalytically inspired activities with young interns at the CRIAAD and CAI units - Baixada do Degase / RJ. In this article, then, the expression, common to be advertised as a "positive" characteristic of the criminal, "without feeling", found written in pencil, even on one of the tables in the room where we work with them, triggers a seam among some reports from our workshops and a theoretical repertoire of studies of subjectivity, notably, drawing consequences from the concept of necropolitics in Mbembe, in the sense of investigating how the subjectivities marked by the identification as "killable" are falsely divorced from their feelings, settling in a supposed coldness monstrous that, in life, facilitates living with his death while imminent. [ABSTRACT FROM AUTHOR]

This paper discusses the conception of sexuality and health from the perspective of women from the Movement of Peasant Women (MMC). Therefore, it fundamentally considers the inclusion of activists in formative processes, their collective learning experiences in the struggles that trigger and sustain a peasant and feminist organization. Based on participant observation and documentary research, the investigation was conducted in collaboration with peasant women for over ten years in the state of Rio Grande do Sul, in Southern Brazil. The main results show how peasant women are changing their ways of thinking about themselves, their bodies and their sexuality, breaking stereotypes about a female peasant body, as well as about contemporary models of female body. They fight for public health, as protagonists, with the understanding that, more than a body, they are thinking bodies able to question a consumerist society; and, moreover, they propose change. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to analyze the Toy Story trilogy focusing on discussions of the concept of heteronormativity. Methodologically, it adopts a post-critical perspective in order to analyze issues of body, gender and sexuality within the films, released in 1995, 1999 and 2010. The trilogy presents naturalization of male and female behaviors, according to accepted social standards, marking a pattern of gender behavior that spans from the separation of boys and girls' toys up to the gender roles assigned to men and women. It is possible to perceive in the movies that behaviors that transgress heterosexual norms are pointed out and censored, thus denying different ways of constituting identities. [ABSTRACT FROM AUTHOR]

This paper presents some research findings about the existence or absence of a policy and practice of gender equity and against sexism in a pre-school located in João Pessoa, Paraíba, Brazil. Interviews were conducted with the principal and two teachers in 2013 aiming to find out about their conceptions of gender relations and associated curricular and pedagogical practices. Classroom observations were also conducted. The analyses of the interviews point at a lack of theoretical knowledge about the issue and, consequently, about the importance of a curricular policy committed to its resolution. They also indicate contradictions and ambiguities in pedagogical practices, confirmed by observations: teachers demonstrate knowledge about the need for such policy and practice, however, they separate and discriminate children by sex and gender. [ABSTRACT FROM AUTHOR]

What contents and skills should be included in teacher initial and continual education? What are the challenges of teacher preparation In Brazil? How does gender cut across and constitute teacher preparation in our country? In this paper I attempt to answer these questions, based on reflections interwoven during my trajectory as a teacher educator and technical aidefor the federal government in monitoring teacher initial and continual education actions, in different cities and regions of the country. I argue about the importance of incorporating a gender perspective in teacher practice. In order to accomplish this, there are challenges of various kinds, which need to be faced jointly by higher education institutions, public policies, and teachers themselves. [ABSTRACT FROM AUTHOR]

Teacher continual education is a means of leading teachers to reflect about prejudice, violence and practices of exclusion based on gender, as well as to take a critical, pedagogical and political stance against such practices in schools. Aiming to contribute to evaluate and make visible the impacts of an experience of teacher continual education on gender, and the possibilities of change in teaching practices, in this paper we analyze how teachers - taking a specialization course named Gender and Diversity in School - have poisoned themselves when facing the challenge of deconstructing gender exclusionary practices in schools. For this purpose, we use content analysis of teachers' speeches within a discussion forum during the module on Gender. Results show the need of reflection b [ABSTRACT FROM AUTHOR]

In 1968, the Faculty of Medicine of the University of São Paulo (FMUSP) began to offer an educational experience on a second medical course, known as Experimental Medical Course (CEM), which would coexist with the Traditional Medical Course (CTM). We aimed to understand the articulations and selections that are intertwined in the proposition, execution and extinction of the CEM's Project, using written and oral documentary sources. This paper began the recovery of the socio-historical construction of CEM, a less known course compared to CTM. The CEM emerged from the association of factors that put FMUSP under the stress to promote changes in its teaching and is proposed by a group that built a challenging space to the naturalization of traditional medical training precepts. The purpose of the course was to integrate contents based on themes and not only in consolidated disciplines, aiming to train physicians with a strong generalist and community-centered base, which would allow them to act in the field of general medical practice, but also be sufficient basis for the choice of a specialty. The learning situations were achieved by inserting the student in the knowledgeproducing schemes with the teaching laboratories and the medical services, proposing to the student the central role in their training, imputing him the necessity of the collective construction of his knowledge and bringing the teacher to the position of tutelary, guiding the learning process and not a mere content transmitter. The student was placed early in contact with the daily medical care, introducing the primary care as one of the focuses of care of the doctor trained at FMUSP. To that end CEM introduced a variety of practice scenarios, such as health centers and general hospitals and the standing patient dimension, which shares the proposition of a biopsychosocial individual defended by CEM, in addition to approaching physicians from other professionals of health. With only eight graduated classes, the course suffers from constant resistance in FMUSP, the precariousness of the space offered, loss of political support and misrepresentation and hybridization of the original proposal, among others, leading to its collapse, culminating in the merger of coexisting courses in a course that resembles little from original CEM. The CEM presents itself as a rescue of the founding tradition of the Faculty, since it recovers the dimension of experiment and innovating the teaching, breaking, however, with the surgical tradition of FMUSP. By imposing protagonism on students and teachers, knowledge is reassembled, changing the conventional disciplinary territories, leading to territorial disputes that do not focus on the large spaces of the disciplines, but that eventually permeate the whole structure, once the disciplines are dispersed. What remains from CEM in the curriculum of the Faculty is seen in the maintenance of primary care and the group of Infectious Diseases, in addition to the infrastructures of the Health-School Center and the University Hospital and the memory of its remaining protagonists. [ABSTRACT FROM AUTHOR]