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

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

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

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

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

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 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]

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]

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]

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]

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]