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The university models that are conceived today produce effects directly on the conformation of higher education curricula, which generates tension in the ways in which they are related: they are integrated, excluded, approached, distanced, according to the different historical configurations in which they are inserted. From this tension result: i) what is meant by university, which responds to the conception of modern university, translated by the inseparability between research, teaching and extension, and ii) what is meant by higher education, which prepares to serve the market and which, can be affiliated with a marketing concept. In this sense, this article, resulting from bibliographical research, aims to observe how a certain conception of university is related to a conception of curriculum and the effects that can be produced. Therefore, the proximity in the ways in which they are constituted showed different effects for the construction of a modern conception of university and for the emergence of a university that provides services (CHAUÍ, 2001). The service provider university deconstructs the university as a social institution with teaching, research and extension inseparable. In the approximation between university models and curriculum theories, a model of public university was evidenced that is largely restricted to its traditional function of training polyvalent professionals for the labor market. This function of the public university is in correlation with the concept of a service provider university. On the other hand, a possible model of the university as a social institution was evidenced, which would be related to the post-critical theories of curriculum, an emancipating university. [ABSTRACT FROM AUTHOR]

This article problematizes the tense ratio between teachers and class assistants. This legally established division of labor undermines the care-education binomial and has a considerable impact on the quality of early childhood work. It will be argued that there is an inseparability of these functions, as guided by the reference curriculum of Minas Gerais and all the guiding documents of early childhood education. This documental analysis aims to investigate the reference curriculum of Minas Gerais in order to point out its perspectives on caring and educating in early childhood education, underlining the roles of the teacher and the kindergarten assistant. The first part will present a brief overview of the history of early childhood education and its struggle for legitimacy as a stage of basic education. It will be studied the reality of teachers and kindergarten assistants in the southern municipality of Minas Gerais regarding the administrative division of labor will be examined, comparing with what the reference curriculum of Minas Gerais considers ideal for early childhood education. It is expected to find a direction of legislation to strengthen early childhood education as a right, where caring and educating are not based on philanthropy or welfare, but on public policies. [ABSTRACT FROM AUTHOR]

This article aims to contribute to the ongoing and recent discussions about human rights education and presents an analysis of the State Plan of the State of São Paulo for Human Rights Education. Brazilian society, either in a declared way or in its denial. Such a debate, therefore, cannot be left out of formal education, recognizing the school space as a privileged place so that moments of reflection can be carried out around the concepts and practices, without forgetting that the school institution and its public are inserted in a given social, political, economic and cultural context. The public policy developed to promote human rights education for students in São Paulo. This is a qualitative research, based on bibliographic research. In this context, it is sought through the reading of documents on human rights, and analysis of public actions developed for the implementation of Education in Human Rights in the Paulista Curriculum. [ABSTRACT FROM AUTHOR]

Teaching is challenging and exciting for those who are willing to see it far beyond the transmission of content, especially when recognizing students, educators and everyone who constitutes the school and academic curricula, as sociocultural, political and historical subjects. The curriculum went through several definitions, being the subject of discussions about the theoretical-analytical perspectives and influences in the teaching and learning process, until today. In this study, we understand that the curriculum goes beyond content, activities, assessments, teaching and learning, theory and practice, mainly because it consists of a cultural artifact that encompasses the multiple identities/differences that permeate the school environment. Thus, the main objective was to problematize the discourses of Biology teachers about curriculum and the National Common Curricular Base (BNCC), from the perspective of post-structuralist cultural studies. For this purpose, we conducted semi-structured interviews with eleven (11) male and female cisgender teachers, who teach Science/Biology subjects in the municipal and state public schools in Ceará. We adopted Foucauldian discourse analysis as a theoretical-analytical tool. The results showed that some/but teachers have already built a more comprehensive view of the curriculum, but the majority still do not question the universalist, content and technical discourses that underpin the BNCC. Thus, we emphasize the importance of educational public policies that encourage the (re)construction of pluralistic and democratic school curricula, not enclosed in "grids", but that contribute to the incessant sociocultural and political formation of "learners and learning subjects" beyond of scientific knowledge. [ABSTRACT FROM AUTHOR]

The article presents the quantitative and qualitative results of the state of the art of educational robotics, based on information obtained from the Theses and Dissertations Catalog of the Coordination for the Improvement of Higher Education Personnel – Capes, Periódicos Capes and SciELO (between 2012 and 2021). Discursive textual analysis (DTA) was used, in which two categories emerged from the completion of the process and from the interpretations and impressions of the readings: i) Educational Robotics: possibilities for the development of scientific literacy and ii) Educational Robotics: collaborating for the effectiveness of active learning. The results show that educational robotics, when inserted in the school curriculum, allows students to appropriate the most diverse knowledge in an integrated way, fostering creativity, autonomy, discovery and investigation, thus contributing to a possible realization of scientific literacy. Educational robotics contributes to the implementation of innovative practices, enabling the development of students in an active, autonomous and responsible way. [ABSTRACT FROM AUTHOR]

The objective of this article is to produce a reflection on the profanation as a way of operating with contents of religious dimension in religious teaching classes. It follows a methodology of essay writing, which takes into account the approximation of borders (in this case the concepts and materialities used for this). For this it presents a brief systematization of the concept of desecration, and broadens it for the idea of pedagogical profanation in order to problematize that in school it is possible to desecrate the contents, make them open and accessible to be studied as a matter of school study, the from curricular instigations to the component. In a second moment, we seek to analyze some records of possible pedagogical profiles in religious teaching classes, through articles, summaries and posters documented in the annals of the congresses and seminars promote by the Permanent National Forum of Religious Education – Fonaper. It is concluded by stating that there are relations between the concept of profanation and some practices of non-confessional religious teaching and that it is fundamental to exploit and expand debates as this in order to problematize the theoretical and practical assumptions of religious teaching curricula. [ABSTRACT FROM AUTHOR]

This article originated from a research project, submitted to Plataforma Brasil and approved by the Research Ethics Committee – CNPq. The objective of this work is to present and problematize the experiences and pedagogical practices narrated by twenty-seven teachers who work in Basic Education, public and private, in the city of Caxias (MA), during the Covid-19 Pandemic, a period in which they developed their activities. EAD/remote pedagogical practices. This fabric, with a qualitative approach, of a bibliographic and documentary nature, presents three categories of analysis: I - Pedagogical/emotional/psychological monitoring; II - Social and professional appreciation of the teacher in the pandemic context; III - Personal and professional aspects in a post-pandemic perspective. The discussions, analyzes and syntheses, given from the narratives of the professionals interviewed, exchanged with a critical theoretical contribution, denote the lack of professional appreciation, the invisibility, accountability, heteronomy and intensification of the precariousness of the work of teachers. as in the pandemic social context, having as a background, the imposition of “a reinvention of pedagogical practice”, through an instrumental technological rationality, which represents a given conception of education and human formation. [ABSTRACT FROM AUTHOR]

This study uses the samba-enredo História de ninar gente grande, from the Rio de Janeiro Samba School Estação Primeira de Mangueira (2019), and the funk Céu de pipa, composed by MC Marks (2020), as possible historical sources to think about protagonism. black and its silencing in the formal official curriculum. Objective to investigate cultural practices in the learning of historical knowledge and all educational actions that promote a social education/2003, whose social exegesis of the line10. To this end, it makes use of the theoretical key opened by Thornton (2004) on Africa and Africans in the formation of the Atlantic World, as well as studies on anti-racist education. Regarding the methodological aspect, a qualitative approach is favored, predominantly with a procedural contribution in the analysis of literal content and in the concept of historical culture, as resources for a critical and holistic reading of musical styles. The results indicate paths for anti-racist curricular practices based on the use of musical poetics in the teaching of history. [ABSTRACT FROM AUTHOR]

The intense process of slavery in Brazil publication to the exclusion of Afro-Brazilian and African populations, who created the resistance to survive the barbarism of the slave system. Just like yesterday, today the African peoples and their descendants in the Diaspora are challenged to re-exist in a scenario of denial of basic rights. This article reflects on the denial of quilombola memory and history in official curricula. Initially, it examines the possibilities of an intercultural curriculum for promoting quilombola history and culture in school contexts. Then, it presents the narratives of the residents of the remaining community of Alto do Tamanduá as possible paths for the dialogue with the quilombola memory. Furthermore, it analyzes the conditions of access to education in the community, based on the legal rules of Quilombola School Education. The study is based on the methodology of Oral History, with the use of identification, being part of an investigation at the master's level within the scope of ProfEPT / Ifal, which resulted in the conclusion of a documentary video with the social memories of the whole community. Without intending to end the reflections, it indicates other paths for the inclusion of quilombola memory in curricula. [ABSTRACT FROM AUTHOR]

This article presents some reflections resulting from a broader research that sought to analyze the repercussions of Prova Brasil on the curriculum and teaching work in schools in the municipal networks of Campina Grande-PB and Pelotas-RS, understanding that external evaluations they have become one of the main technologies of reform and "modernization" of the State, in the service of the materialization and strengthening of neoliberal and neoconservative measures in the field of education. As a qualitative research, bibliographic review and documentary analysis were used, in addition to field research covering observations and semi-structured interviews with professionals working in each of the municipalities involved. As main results it was found that both municipalities have put in place policies of a managerial nature, which includes significant changes in the management of networks, with the active participation of actors from the private sector; under the justification of improving the results in external evaluations, especially Prova Brasil, they have been adopting their own evaluation policies in order to improve their performance at Ideb. This has opened up more space for the private sector, which provides advisory services, especially the Lemann Foundation. It was also observed that this process has intensified since the approval of the BNCC, which induces the alignment of management, evaluation and curriculum policies, with the necessary adaptation of schools and professionals to the standards imposed by it, reducing the spaces of autonomy and hindering the consolidation of democratic management in schools. [ABSTRACT FROM AUTHOR]

In the text, the author's speech is systematized in a work table at the IX Curriculum Curriculum and Practices Colloquium promoted by the Curriculum Policies Research and Research Group (GEPPC) of the Faculty of Education of the Federal University of Paraíba in November 2020 The theme of the intervention was the implantation of the National Common Curricular Base - BNCC in Santa Catarina - a movement that in the state is being called Implementation of the Base Curriculum of the Territory of Santa Catarina. The points that stand out and guide the organization of this article are, respectively: a brief analysis of the Brazilian and Santa Catarina curriculum policy, both seen as aligned with the internationalizing discourses of a reformist transnational agenda; the mobilization of international privatist thinking in the production of BNCC in Brazil, and finally aspects of the recontextualization of BNCC texts in Santa Catarina. Santa Catarina is said to efficiently carry out its institutional / normative task, embracing the logic of national curricular policy, with some manifestation of criticism and resistance arising especially from academia and union spaces. [ABSTRACT FROM AUTHOR]

This study analyzes the report of the teachers of the regular room and special education, in relation to the curriculum adaptation for students with intellectual disabilities. The survey, conducted through questionnaires, the participants were 18 teachers of a school board in the state of São Paulo, divided between: 8 teachers from regular class room who taught in elementary school for students with intellectual disabilities, 8 teachers ministered class in high school for students with intellectual disabilities and 2 teachers of special education. The results indicated that teachers recognize the importance of curriculum adaptation in teaching learners with intellectual disabilities, but has no clarity on the definition and use of resources and strategies tailored to favor the contents offered in the curriculum learning. However, the data revealed the need for teachers to share a broader vision of how to adapt learning contents. These data indicated the need for programs aimed at training teachers to work in the development of curriculum adaptation with students with intellectual disabilities. [ABSTRACT FROM AUTHOR]