Publication of REC Vol. 19, No. 2 (2026)

Dear readers, researchers, and educators,

We are pleased to announce the publication of Volume 19, Issue 2 (2026) of Revista Espaço do Currículo (REC), featuring the thematic issue “TRENDS AND PERSPECTIVES IN RESEARCH ON THE RELATIONSHIPS BETWEEN INTEGRATED CURRICULA AND DEMOCRATIC SCHOOLS,” guest edited by Professors Andrio Alves Gatinho (UFPA) and Roberto Rafael Dias da Silva (UNISINOS).

This issue is published in partnership with the Brazilian Curriculum Association (ABdC) and is the result of the Association’s call for thematic issues for 2025–2026, through which the proposal was selected. This partnership reaffirms REC and ABdC’s commitment to advancing the circulation of scholarly work and broadening contemporary debates in the field of curriculum studies.

Taking as its point of departure the question “Integrated curricula in democratic schools: Can this relationship still be defended?”, the issue brings together studies that critically examine the relationship between curriculum integration and the democratization of schooling in light of recent transformations in curriculum policy. Rather than assuming this relationship as a given, the contributions interrogate the conceptions of curriculum, knowledge, and democracy that shape different educational policies and practices, highlighting the political and epistemological struggles through which they are constituted.

The contributions span a range of national and international contexts and address such issues as the democratization of knowledge, curriculum justice, student participation, teaching, upper secondary education, vocational education, ethnic-racial relations, and curriculum territorialization. Taken together, they examine the tensions between democratic educational projects and processes of standardization, marketization, and neoliberal rationality, reaffirming curriculum as a site of political and epistemological struggle.

By bringing together diverse theoretical perspectives and objects of inquiry, the thematic issue contributes to deepening the debate on the meanings attributed to curriculum integration and the democratization of schooling, while interrogating their limits, appropriations, and possibilities in the context of contemporary curriculum policies.

In addition to the thematic issue, Volume 19, Issue 2 (2026) also includes articles published on a rolling basis, as well as a book review and an interview.

View the table of contents and explore the full issue:

https://periodicos.ufpb.br/index.php/rec/issue/view/3424

We hope you enjoy the issue!

Sincerely,

Editorial Team
Revista Espaço do Currículo