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This article, of a theoretical character, presents reflections on the teaching role in discussions of gender and sexualities in the school environment, based on the understanding that, in order to build a safe space-time for all those involved in the school context, it's necessary to have a pedagogical structure that allows the full development of all subjectivities and experiences, leaving no spaces for violence. Some didactic-methodological notes are offered that allow initial and pedagogical referrals for the debate of the theme in the classroom. In conclusion, it's argued that both the school and the teacher by adopting a critical position in the face of LGBTphobic practices, largely contributes to a safe and healthy school trajectory for all subjects involved in the school environment. [ABSTRACT FROM AUTHOR]

This article is an invitation to think about other curricula, to reflect about the curriculum as power, as resistance, as fabulations that move the school surroundings. The aim is to problematize the relations between school spacetime, curriculum and children, who in the immanence of their childhoods, of their affections with the virtual world, create audiovisual narratives not in everyday school life between lines of escapes and escapes. As a methodological inspiration, we used cartography to enter the spacetime of a state public school in the city of Cáceres-MT, we noticed the relationship between school, curriculum, children, and childhood and make it resonate with beauty, fables, and curriculum creations of its thinking practitioners. We present the partial result of a master's research that followed movements and encounters that take place in school spaces-times, which go far beyond standardizations, as they present escape lines, resistances, gaps, and escapes that make the school, that create rhizomatic curricula, curricula thought to be practiced in everyday life, curricula created by children who carry out effects and other singularities. [ABSTRACT FROM AUTHOR]

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The text, in the form of an essay, is anchored by transcriptions of pronouncements by Paulo Freire and Darcy Ribeiro to reflect on the dimensions of time and space in curent practices of integral education. Almost thirty years later, we see ourselves through situations that remind us of the reality of the past. However, more recently, as in the case of the program "Mais Educação", there have been assays in the field of social policies to address the dilemma of expanding time and widening the scope of the search for alternatives to educate children and adolescents who are worse off socially. We point out that the management of time and of the formative spaces through the curriculum is a key issue in the construction of institutional proposals that lead to this enlargement as a strategy to guarantee the right to a critical, integrative and problematizing education. [ABSTRACT FROM AUTHOR]

The paper addresses the problem of continuing education of teachers in early childhood education in contemporary times, asking how to elaborate formative pathways that do not focus exclusively on the models/standards of professionalization predetermined by academic production, and later adopted by government policies. It is organized from the investigative movement traced with the teachers who participate in the extension-research project UERJ-EDU-DEDI, coordinated by the author. It critically analyzes the main causes that justify the failure of the training projects established based on the aforementioned models of professionalization and points out conceptual possibilities to think more immanent formative processes, that is, produced from the experiences that unfold itself in the curricular movement, experiences in which teachers try to build more ethical educational relationships with childhood. It concludes that the formative movement needs to be configured as space-time for the expression and collective evaluation of the ethicaleducational potentialities engendered in these experiences. The work is conceptually aligned with Gilles Deleuze's philosophy of difference, especially the reading he performs of Baruch Spinoza's "Ethics". It is methodologically guided by the monitoring the modes of subjectivation cartography traced by the teachers in the process of curriculum production for early childhood education, according to the theoretical guidance provided by Suely Rolnik and Felix Guattari. [ABSTRACT FROM AUTHOR]

The theme that we propose here is only possible because we live in the time and space in which we live. We live in it, here and now. If we were in the post-World War II period, we might possibly be discussing the "mass schooling" or, if we were in the period of May 1968, we would be debating the "university contestation." Today, however, since life offers us other opportunities, we discuss the role of education in the light of the Universal Declaration of Human Rights, aware of its role in the integral development of the person. This new way of understanding education makes the world take a qualitative leap, when conceiving itself as a function of the personal development of each human being. We arrive at the real epicenter of the earthquake that shakes education and will require profound changes to the school subsystem within the education system. The school thus has the responsibility to adapt the curriculum to its students and to take options that it considers more effective in order to guarantee the success of the students - of all the students -, especially of those that manifest some type of fragility. In the article that we propose to develop, we intend to rethink not exclusively the school system - that is determinant in the formation of the person and that we will analyze by way of the school diversity -, but the educational system as a whole and we will propose that it goes farther, more to the concrete and further to the bottom to be truly inclusive, as is demanded today in contemporary societies. [ABSTRACT FROM AUTHOR]