Currículo sem Fronteiras 

About: Currículo sem Fronteiras is an academic journal published by Currículo sem Fronteiras. The journal publishes majorly in the area(s): Curriculum & Context (language use). It has an ISSN identifier of 1645-1384. It is also open access. Over the lifetime, 277 publications have been published receiving 1652 citations.

Diretrizes Políticas Globais e Relações Políticas Locais em Educação

Abstract: This paper addresses a set of conceptual problems and an agenda of empirical questions related to the emergence of a new paradigm of educational governance. These concerns articulate with a more general debate around the issue of globalisation. The author rehearses briefly the sinews of that debate and examines what is sometimes called ‘policy convergence’ or policy transfer or policy borrowing. The article tries to understand to what extent are we seeing the wearing away of nation-state specific policy making, in the education, social and economic fields, and concomitantly, the collapse of these fields into a single over-riding emphasis on policy-making for economic competitiveness. That is, an increasing neglect or side-lining (other than in rhetoric) of the social purposes of education

A escola do campo em movimento

Abstract: This paper is a reflection on education and peasant schools from the experience of social movements in the rural milieu. It relates the construction of this educational view with the history of the Landless Movement. Moreover, it formulates some lessons that have been learnt during this process of construction, which serve as a basis for the articulation of the principles for the making of a peasant school. It also attaches two important documents: letters written by the children of the Landless Movement and the letter of the First National Caucus of Educators in Agrarian Reform

Sociologia das políticas educacionais e pesquisa crítico-social: uma revisão pessoal das políticas educacionais e da pesquisa em política educacional

Abstract: The paper undertakes two related exercises: one substantive and one meta-analytical. The first concerns changes in public sector provision. It is argued that the public sector has been “transformed”, in Jessop’s terms, from a Keynesian Welfare State to a Schumpeterian Workfare State. This transformation involves fundamental changes to forms of provision, patterns of access, forms of work, client-worker relations, inter-institutional relations and values and ethics. The constitution of citizenship has also been affected. The second concerns the conception of and engagement with social policy by educational researches. A template for examination of the “surface epistemology” of educational policy research is presented – that is the relationships between conceptualization, research design and conduct and the interpretation of data. It is argued that there is a basic tension at the heart of education policy research between a commitment to the pursuit of efficiency and a commitment to the pursuit of social justice

Diferenças culturais, cotidiano escolar e práticas pedagógicas

Abstract: There are different social cultural groups with greater presence in public spaces. There are multiple issues put up, specially by social movements, which denounce injustice, inequality, and discrimination, asking for equality in accessing goods and services as soon as political and cultural acknowledgment. In educational field, differences are also made explicit with even more strength and challenge visions and practices that are deeply taken in daily school. The prevailing school culture in our educational institutions gives priority to the ordinary, uniform, homogeneous. Considering this issue, the objective of this article is to analyze the various conceptions of difference existing in educational practices, as soon as, from some results of researches, identify some aspects which enable an offering of contributions to educators, in order to work this subject in daily school. This article defends the position that differences are inherent part of the educational practices and today is more and more urgent recognizing them into our schools functioning.