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This article examines a specific curriculum from an intercultural perspective, with a view of overcoming the traditional teaching approach still prevalent in various Brazilian schools. Using classroom experience acquired in the state of Santa Catarina contributing as methodology, this is an historical and empirical study of Garopaba, Brazil in the context of relations between differing cultures as they interact with local environments - significant issues that built and continue to build a municipal identity. The results of this study lead one to perceive a need to reassess the standard school curriculum in an effort to provide a basis of globally relevant scientific knowledge while also considering the popular wisdom and unique characteristics of the community and the social and environmental complexities of the region. [ABSTRACT FROM AUTHOR]

The purpose of this article is to present some contributions about the child and childhood, from the understanding of experts such as Francesco Tonucci, Gilles Brougère, William Corsaro, Janusz Korczak, Alain Renaut, Clarice Cohn, among others. A theoretical review, which was not exhaustive, allowed to search closeness and distancing points among these authors from various disciplinary fields, who use/used, in their investigations, children observations in different areas: school yards, towns, villages, etc. They agree with the existence of an active-participatory and real child, in the present. They emphasize the influence of cultural context as one of the determinant keys of socialization, they have different concepts, including on culture, and also attribute different meanings to apparently similar terms. [ABSTRACT FROM AUTHOR]

This article is based on a theoretical review and intends to present some contributions that can be useful in the development of educational projects in the context of intercultural education. The objective is to favor the dialectical integration of people who have differences and belong to different socioeconomic contexts. In this perspective, it is valued the dissemination of knowledge and the "hybridized" epistemology, as well as the political confrontation to modify some power relations in order to promote the "emancipation" of children. This one, supported by a conscious, critical, ethical posture, would culminate in a renewal of relations based on dialogue and on new forms of participation and expression of being, living and knowing childhood that must be present in educational programs. [ABSTRACT FROM AUTHOR]

This text presents the Children's Museum as a creative, alternative and complementary space to the formal education and highlights the characteristics of a Project with pedagogical qualities to attend the child audience. Without this project, the activities of the museum will have their objectives damaged. Besides, this work highlight the interactive methodology as fundamental in the expositions performed by children and searches the social inclusion not only for children, but also for adults, especially elderlies from the community. To achieve the aims of research, it is developed activities in order to provide the creation of pedagogical resources: a virtual one called Imaginary Children's Network, end another of intergenerational leaning called Memory Troup. [ABSTRACT FROM AUTHOR]

This article "The Historical-Critical Pedagogy in the context by Theories of of Education" is a literature review about the bases of Historical-Critical Pedagogy. This pedagogy is originates in Brazil, in 1980's how alternative by others pedagogies. This article wanted to put in context the Historical-Critical Pedagogy in the Theories of Education and show how the dialectic can be a knowledge method and can be used how education. This article is part of the dissertation "A teledramaturgia em sala de aula: as minisséries como recurso pedagógico para o ensino de História". That dissertation had funding by Prosup/Capes. [ABSTRACT FROM AUTHOR]