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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]

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 paper aims to discuss the Brazilian Common National Curriculum Base (BNCC) to understand how current issues are addressed with a view to the sustainability of life on the planet in primary school. Based on the epistemology of the policy cycle, the origin of the BNCC and its intentions are discussed, taking into account power issues that lead to the dominance of business logic in education. The study of the skills to be developed with the students revealed a technical-instrumental curricular approach in a mythologized reality, with topics addressed in a reductionist and fragmented way. From the thought of Paulo Freire, it is concluded that it is necessary to understand this policy for the construction of a critical consciousness that enables other curriculum designs based on emancipating critical education. For this, the Earth Charter can be assumed as an instrument to fight against a reactionary education amidst an unequal and exclusive society. The Earth Charter, by establishing a pact of care with the Earth, promoting human rights, social and economic justice for a sustainable civilization, constitutes an important reference for the construction of the praxis-oriented school curriculum, which is, in itself, transformative. [ABSTRACT FROM AUTHOR]

This paper aims to present a State of Knowledge of scientific production on teacher education in special editions and a Statistical Education journal. In the content analysis of the 17 selected articles, two categories were considered. In the first, which focused on the initial formation of the Mathematics teacher, researches emerged about the undergraduate curriculum, pedagogical strategies, and technological resources. While in the second, in which the continuous formation of the teacher that teaches Statistics was observed, investigations about formation courses, collaborative contexts, pedagogical activities, teaching perceptions and characterization of these profiles, have also emerged. We identified a leading role in studies about continuing education, especially through courses and collaborative practices. [ABSTRACT FROM AUTHOR]

This paper presents a qualitative study, exploratory study type, which aimed to understand which treatment is being given by researchers in the area of Mathematical Education to the research object defined as curriculum of Mathematics Degree courses. From this study it is possible to state that: (i) the understanding of the curriculum is from the perspective of the implementation of curriculum recommendations, not questioning what is the relevant knowledge in the initial teacher education; (ii) the use of prescribed official documents is common to all analyzed works, with the role of defining "what" and "how", knowledge should be treated; (iii) there is a quantitative increase in studies with the thematic curriculum of Mathematics Degree courses, especially after the publication of the DCNs for Teacher Training in 2002. [ABSTRACT FROM AUTHOR]

The aim of this paper is problematizing the space given to rational numbers and the algebraic structure of field in curriculum of prospective mathematics teacher education courses and propose an alterative to rethink the place of this algebraic structure in the mathematics teacher education program. Based on the methodology of documentary analysis, we investigated the syllabus of the compulsory subjects of 14 courses from different regions of Brazil and we could deduce that most of the syllabus bring the algebraic structure of field among the contents to be contemplated in their courses. However, on the other hand, there is some negligence with rational numbers in some of these courses. As one of the results of our research, we propose a sequence of tasks that suggests the reorganization of the roles of rational numbers and the algebraic structure of field in the prospective mathematics teacher education. [ABSTRACT FROM AUTHOR]

This paper analyzes the perspective under which students of Youth and Adult Basic Education (EJA) understand and outline possibilities and interdictions to achievment of an integrated curriculum proposal in Mathematics classes. The empirical material was produced by monitoring a PROEJA class of a Federal Institute (IF) during two academic semesters, recording classes, collecting written productions of students and consultating documents of the institution and of the field of Youth and Adult Education (EJA). We analyse discursive positions that such students assume in the classroom interactions, when simulations are attempted to promote an integration between mathematics curriculum and professional life -- that PROEJA proposal foresees, but school has not yet known how to do. [ABSTRACT FROM AUTHOR]

In this paper our objective is to revisit the trajectory of the Research Group "Mathematics Curriculum Development and Teacher Training", created in 2000, in order to contextualize their productions over about fifteen years operation and to identify, in this way, a collective process of knowledge production. The retrospective highlights the importance of collaboration and research on ways in which researchers relate, organize and convey information to each other. [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]

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]