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In this paper, we connect with Martin Thrupp's calls for class-based analysis in education policy by problematising the absence of social class in the refreshed New Zealand curriculum, Te Mātaiaho (2023). To contextualise this absence, we locate this curriculum policy in a historical perspective and interpret its 'identity turn' as an expression of what philosopher Nancy Fraser calls 'progressive neoliberalism'. We conclude our contribution with a reflection on the reactionary neoliberal response of the current National-led government and a call for educational researchers in Aotearoa New Zealand to more seriously consider social class in their analyses. [ABSTRACT FROM AUTHOR]

The educational reforms that have taken place in Brazil and Latin America are part of the Global Educational Reform Movement, which aims, among other things, to accommodate society to the new needs of capital accumulation. In this direction, disputes in the field of education in general and the school curriculum in particular are intensifying. The effects of these reforms on curricular policies and practices result from managerialist principles, via standardization and homogenization, accountability, teacher accountability, as well as control over school management, teacher training and work. These processes also need to be considered in light of the impacts of the Covid-19 pandemic, which, among other aspects, exposed social and educational inequalities, the rise of the far right and its ultraconservative project through education. Professor Dalila Andrade Oliveira is one of the researchers in the field of education who, since the 1990s, has been promoting strong contributions to the debate and confrontation of this reality. In this interview, the professor shares a little about her recent research linked to the National Institute of Science and Technology (INCT) GESTRADO/UFMG, highlighting important aspects for facing the challenges of reducing educational inequalities outlined in the reforms and policies in question. [ABSTRACT FROM AUTHOR]

In an effort to enrich and contribute to the debate and articulation of curriculum policies regarding teacher training, this article, as an analytical exercise of an exploratory-descriptive nature, problematizes the recent curriculum regulations for teacher training produced in 2024, namely the National Curricular Guidelines for the Initial Training of Higher Level Basic School Education Teaching Professionals (Diretrizes Curriculares Nacionais para a Formação Inicial em Nível Superior de Profissional do Magistério da Educação Escolar Básica) (Brasil, 2024a, 2024b). To this end, CNE/CP Opinion No. 4/2024, approved on May 27, 2024, provides a primary empirical and textual framework by offering insights into the meanings and politicalcurricular demands that are contingently negotiated and articulated. Contributions from discourse theory appropriated from and operated within the theoretical-political field of the curriculum (Lopes, 2015) form the foundation of this analysis. We argue that this politicalcurricular proposal, presented as the result of consensus and able to advance teacher training, tends to manifest as an articulatory movement through which the tensions that arose from disputes and negotiations between opposing defenses of prior norms (DCN/2015 and BNCFormação) remain unresolved. It is also argued that the attempt to homogenize certain politicalcurricular meanings through standardization creates tension, either because of the heterogeneity of demands and re-significations that constitute it or the many discursive messages and demands that continue to populate the field of discoursivity. [ABSTRACT FROM AUTHOR]

This article’s theme is the meanings produced about child(ren) and childhood(s) in the processes of formulating curricular policies for the education of children aged 0 to 5 in Brazil. These processes are marked by colonizing perspectives based on the ideal of a global child and childhood and problematizing the norm by recognizing factors of heterogeneity that mark childhoods and children’s education. It starts with an empirical study that compares two mandatory national curricular policies in force, the National Curricular Guidelines for Early Childhood Education (2009) and the National Common Curricular Base (2017), and their impact on subnational policies in three cities in the South of Brazil, namely: Curitiba, Florianópolis and Porto Alegre. The analyses reverberate different local movements that confirm the idea of global children and childhood and oppose this perspective, revealing resistances and alignments, not without tensions, in formulating and implementing curricular policies for early childhood education. A common point is the absence of a decolonial perspective underpinning the educational projects in curricular documents.

This article aims to discuss how the Program for International Student Assessment (PISA) fits into an influential context (Ball, 2011) that aims to produce unified educational and curricular policies for different countries around the world, particularly for Brazil. Based on the theoretical discussion developed by Stephen Ball and the analysis of curricular documents, such as the National Common Curricular Base and the Common Core, the text discusses how different elements are articulated to produce an idea of quality of education linked to rankings and performances. In this process, these policies are part of a neoliberal logic that aims to produce subjectivities capable of self-governing to meet market demands. [ABSTRACT FROM AUTHOR]

In this article I address the changes geography has been going through in high school level in Brazil. To think about such changes, I consider the meanings produced in the hegemony of discourses that defend curricular integration in public policies. Specifically, I draw attention to the intertwined relationships between geography and interdisciplinarity, understanding them as political moments in which articulations around the ideas of integration take place. With contributions from Laclau's discourse theory and Derrida's Deconstruction thinking, I propose a discursive approach to problematize how geography has been signified, in different political contexts, in its relations with the name interdisciplinarity. Empirically, I focus on national curriculum documents through which I seek to highlight critical features of the curriculum organization by disciplines and the recurrent defense of curriculum integration as a horizon for basic education. With this approach, I believe it is also possible to think of an alternative/marginal reading of the history of the school subject geography, based on the contributions of curricular studies in a post-structural register. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article focuses on a reflection on how the name knowledge, even under intense and distinct criticism in the curriculum field, tends to be reaffirmed as a property capable of constituting full subjectivities, a teacher subject endowed with a certain capacity to do things in a promised school/world. It problematizes the knowledge defended in politics as that which is unknown to be appropriated by those who were not before, so that they become, become the subject desired by an expectation of structure/control. In order to address a possible scenario of statements about relations between knowledge in teacher education, it makes use of contributions from Ernesto Laclau's discourse theory, and Jacques Derrida's deconstruction thinking. With these authors, I take as my main contribution the idea of subjectivation to think about the projection of political subjectivities in which hegemonies in the curriculum field are constituted in their relations with the field of teacher education. He points out that such a perspective tends to neglect the contextual productions that take place where those teachers/students we do not know, who do what we do not know at school, happen. [ABSTRACT FROM AUTHOR]

Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The teaching of science in the 1st cycle of elementary education in Chile has been, in the last two decades, producing meanings around demands of cohesion, equity and social integration in an attempt to achieve better results in school performance and in achieving school quality. In this article, based on a discursive approach supported by Lopes and Macedo's research on curriculum policies, we seek to interpret the texts produced in curriculum documents to problematize the production of meanings about science teaching associated with the idea of progress and adaptability of subjects, central axes in Chilean educational reforms. In them, science is signified as a strategy, not only to discover and learn scientific knowledge, but also to acquire competences for the social development of students. [ABSTRACT FROM AUTHOR]

Copyright of Trabalho & Educação is the property of Work & Education of the Graduate Program, Faculty of Education, Federal University of Minas Gerais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This text seeks to analyze the teaching participation in the production of the current Curricular Proposal for the II segment of EJA in Florianópolis, which is based on Research as an Educational Principle (PPE) and is inserted in the Curricular Policy movement of the Municipal Education Network (RME) in Florianópolis. The empirical-theoretical study takes place through the analysis of the discourse and content of the data obtained from the curricular documents produced at RME in the years 2000 - 2016 and the pre-structured interviews carried out with professionals from the municipal EJA and uses the approach of Stephen Ball and Richard Bowe’s policy cycle. We hope that the research can contribute to the understanding of the teaching participation in the production of a curricular proposal for the EJA that intends to be transformative, as it highlights the importance of building curricula in the democratic perspective and under the bias of participative management.

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista @mbienteeducação is the property of Nucleo de Publicacoes Institucionais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ciências Sociais - Brazil is the property of Revista de Ciencias Socias do Universidade Federal do Ceara and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The text presents articles organized from reflections, challenges, resignifications on curricular policies acted in negationist times. The initial indication on the centrality of the curriculum in the neoconservative and neoliberal context guide the discussions of the authors on the possibilities of Inclusive Curricula, Epistemic Violence, Brazilian Identity, Decolonial Perspectives, Ethnoconstitutive Theory, Evaluative Policies, Curricular Centralization, Daily Life of Physical Education Teaching, Education of Youth and Adults in pandemic times, Jazz and Cinema as possibilities of new curricular arrangements, Reform of High School, National Homogenization Policy -- several looks at the Common National Curriculum Base, in addition to the essay on the Occupation of Remote Education for Didactic-Curricular Dynamicization. It is expected that the texts gathered here contribute to the debate on (neo)conservative curricular policies and their ways of coping. [ABSTRACT FROM AUTHOR]

Copyright of Roteiro is the property of Roteiro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Roteiro is the property of Roteiro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Inclusion is a process full of signs that highlight trajectories, experiences, practices and subjectivities related to deaf students in regular schools. About this, we aim to problematize some of the signs of inclusion of these students through some curricular assumptions that have as basis to contribute with the idea of an "education for all", asking: what such assumptions through homogenization have signaled about deaf subjects and their schooling? Therefore, we opted for Discourse Analysis of some Brazilian documents at the Ministry of Education level, since this movement of analysis allows us to perceive some discourses and practices of "education for all" to define - to a lesser or greater degree - the curricula schoolchildren, which signal a repositioning of different ways of discussing deafness and the deaf in a context closer (or not) to their condition of cultural, social and linguistic difference. At the same time, we encourage school alternatives to think of the deaf as an author and actor of a minority culture, as a user of a natural language, as a heterogeneous group that demands a bilingual and multicultural education, although they belong to curricular policies that often grant little space for them. that. [ABSTRACT FROM AUTHOR]

I focus, in this work, the identity demands present in curricular policies produced by epistemic communities for the Teaching of Sciences. Based on poststructural and post-foundational registration of identity, I seek to question the identities universalisms projected over teachers, students and social in the political texts analyzed, critically arguing about the fixity of the profiles produced and their explicit link to the question of quality in science education. I argue that the radical assumption of difference allows blocking the hypertrophy of controlling reason in science education, being able to disarticulate foundational identity principles marked by the desire of signifixation of subjects and school processes in anticipated and authorized versions of otherness. [ABSTRACT FROM AUTHOR]

The current scenario of attack on democracy and rupture with policies developed by popular governments (2003-2016) in Brazil has been producing reverberations in educational policies not without resistance. This article proposes to address the specific form of resistance that CONAPE (National Conference on Popular Education) held in May 2018. In the development of our argument, we first situate the coup and its consequences in the context of what we call a transnational conservative tsunami that operates in different dimensions and aspects of social life, in which we will deal with resistances in general, and CONAPE in particular, pointing that the struggle for a fair and solidarity world that does not allow itself to be paralyzed. [ABSTRACT FROM AUTHOR]

In the study of the construction of curricular knowledge in Portugal between 1970 and 2009, we argue that the practice of the established curriculum guidelines has a close relationship with the personal dimension of its actors. Therefore, it is not possible to separate the life history of each actor from the curricular policy measures they developed. This means that we sought not only to identify who the political actors were, but also how they built their knowledge and the relationship this has with their life story, by making their social and cognitive map. The sources that we used were laws, reports and interviews with political actors. We conclude that the choice of political leaders for education is not innocent or even indifferent to their life policies, since the knowledge built by each one is integrated into their educational proposals. Although the agenda for education is defined at the supranational level, national policies take different directions. Thus, the study also suggests the need to research the relation between the collective and the individual in educational policies. [ABSTRACT FROM AUTHOR]

RESUMO: Busco entender as articulações que tornam possível que um conjunto de demandas localizadas, trazidas à cena pelo Escola sem Partido, um grupo sem óbvia representatividade na sociedade, ganhe espaço na recente política educacional no Brasil. Em um primeiro momento, são mapeadas articulações entre o movimento, grupos religiosos conservadores e a Rede Atlas, mobilizando a teoria do discurso de Laclau e Mouffe e a noção de redes globais utilizada por Ball. Defendo que tal articulação vem contribuindo para a hegemonização das posições do ESP. Em um segundo momento, em diálogo com a leitura do neoliberalismo como economização da vida, de Brown, levanto hipóteses para entender a relevância das demandas conservadoras para a normatividade neoliberal. Com Laclau, argumento que há uma luta pela representação do povo, que põe em oposição as políticas populistas dos governos do PT e a rede constituída pela articulação entre a Rede Atlas e o Escola sem Partido.

Curriculum policies are the theme of this article and the proposed debate addresses the issue of difference in curricular policies. It seeks to understand how the difference in curriculum policies is interpreted through the apprehension of concepts about politics, curriculum and difference, as well as their possible articulations. The bibliographical research was adopted as a way of investigation and the recent productions on curriculum policy and the difference, of Elizabeth Macedo and Alice Lopes, in post-foundational perspective. In the post-foundational perspective, understand the policies while disputes over meaning and the difference is conceptualized and defendeds undecidable and unpredictable. Notes, on the basis of studies on curriculum policies, the production of numerous exclusions, the desire to locate and control the other, the different. [ABSTRACT FROM AUTHOR]

Human rights education (HRE), like the wider international human rights project, is a bold attempt to influence laws and state policies, while at the same time inspiring people to connect human rights to their everyday lives. In terms of incorporating HRE within the formal education sector, HRE is dependent upon the good will of state actors. To what extent are state actors deeply committed to HRE? As HRE is institutionalized within school and curriculum policies, is it able to retain its core emancipatory nature? As we examine the actual practice of HRE, we often see a gap between the theorists’ calling (back) for the emancipatory roots of HRE and the lived educational policies and practices of states and schools. This special issue explores this gap with examples from the Global South and Global North, reviewing recent theories, challenges, and solutions for enabling a transformative approach to HRE through and against the lens of state power. [ABSTRACT FROM AUTHOR]