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The school curriculum aggregates a set of meanings, with selection criteria for the production of knowledge. The research aims to understand the school curriculum and pedagogical practices of a quilombola school with multigrade classes. The curricular design of quilombo schools is characterized by the historical appreciation of their land and culture. Multi-grade classes, common in rural communities, are characterized by bringing together different grades in the same physical space, which are managed by the same teacher. In this context, it is important to reflect on the curricular guidelines and pedagogical practices aimed at quilombola school education with multigrade classes. A qualitative approach was adopted in the field survey, in which two teachers from a school in a quilombola community with multigrade classes took part; a semi-structured interview was used as the survey instrument. In their reports, the participants point to the need to build curricular policies in line with the demands of schools in which Quilombola education prevails, as well as pointing to the lack of commitment of public policies aimed at schools in Quilombola communities. They also highlight the need to build and value an education that maintains culturally constructed and legitimized knowledge. [ABSTRACT FROM AUTHOR]

This article aims to discuss conceptions of School Curriculum from a historical approach. The initiative has as its principle to understand the contemporary curriculum expressed from the Base Nacional Comum Curricular (BNCC) and its intersection with emerging contemporary curricular components; namely, the Projeto de Vida. Supported by the so-called Pedagogy of Skills, BNCC has as a guiding instrument an Agenda for Youth (2018) - from the Banco Mundial (BM) Skills and Jobs report; and, in line with the aspects defended by Philipe Perrenout (2000) - uses as a theoretical contribution the socio-emotional competencies as a basis for the maintenance of jobs. Thus, articulated to meet this new demand, linked to Brazilian legislation, the curricular component Projeto de Vida is born as a structural menu that aims - in the long term - to ensure the full development of students. Focusing on critical theory, we prove the premise that - from the above - there is an emptying of systematized knowledge. The discipline Projeto de Vida expresses an adaptation of students to capitalist modes of production due to the mere qualification for new and/or habitual functions of immediatist work. [ABSTRACT FROM AUTHOR]

This article aims to understand the proposal of the National Common Curricular Base (NCCB) for the teaching and learning of indigenous history and culture in the curricular component of History, in the final years of Elementary School, in order to have an understanding of what should be worked in this stage of Basic Education. This is a documental and bibliographical research, with a qualitative and exploratory approach, having the objects of knowledge and Skills of the NCCB of History from 6th to 9th grades, related to indigenous peoples, as the corpus of analysis. It is believed that despite the existence of discourses in defense of cultural and identity diversity, as well as teaching that promotes knowledge of indigenous peoples and their historical, social, economic and cultural contributions, the NCCB, in part, structures the curricular component of History from a traditional and Eurocentric perspective, dividing its teaching in a quadripartite manner and placing European peoples at the center of the historical narrative. [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]

In this brief text we intend to make some notes about the debate of Teaching Sociology in High School, considering the particularities involving this field of discussion. We take as a reflection thread around the sociology curriculum for Basic Education, we do three incursions for this: a) a brief digression around the presences and absences of the sociology in the curriculum, b) a review of the National Curriculum Parameters (1999 ) and the National Curriculum Guidelines (2006) of Sociology c) a brief discussion about the possibilities of thinking about a sociology national curriculum. We intend to develop a reflection that contribute to the discussions that have been held in this nascent field. [ABSTRACT FROM AUTHOR]