CURRICULUM

current possibilities for education

Authors

Ana Cláudia da Silva Rodrigues Federal University of Paraiba, Brazil. https://orcid.org/0000-0001-6621-1861

DOI:

https://doi.org/10.22478/ufpb.1983-1579.2019v12n1.44739

Keywords:

Education., Curriculum., Curriculum Policies.

Abstract

This dossier focuses on its problematic field in this historical period, where studies focused on curricular policies are characterized and articulated based on concepts such as enunciation, hybridism, daily life and multiplicity of events (PINAR, 2007). The main issue was to understand how movements in defense of specific sectors of education broaden the debate with a federal government, instituted and consolidated as a dispute, in defense of a policy for Rural Education; Child education; Youth and Adult Education; Inclusive Education and Integral Education? How have these actions enabled new curriculum policies? What advances and setbacks are observed in school curricula for these specific sectors? Does the materialization of the curriculum, through pedagogical practice, lead to new trends and experiences that expand these theoretical corpus and enable the emergence of new educational itineraries?

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Author Biography

Ana Cláudia da Silva Rodrigues, Federal University of Paraiba, Brazil.

PhD in Education from the Federal University of Paraíba and Professor of the Higher Teaching Career at the Federal University of Paraíba.

References

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BALL, S.J.; BOWE, R. Subject departments and the “implementation” of National Curriculum policy: an overview of the issues. Journal of Curriculum Studies, London, v. 24, n. 2, p. 97-115, 1992.

BALL, Stephen J. Global Education Inc.:new policy networks and the neo-liberal imaginary.London: Routledge; New York: Taylor & Francis Group, 2012.

BARDIN, Laurence. Análise de conteúdo. São Paulo: Edições 70, 2011.

GOODSON, Ivor F. As políticas de currículo e de escolarização: abordagens históricas. Tradução de Vera Joscelyne. Petropolis, Rj, vozes, 2008.

LOPES, Alice Casimiro; CUNHA, Erika Virgílio Rodrigues da; COSTA, Hugo Heleno Camilo. Da recontextualização à tradução: investigando políticas de currículo. Currículo Sem Fronteiras, v. 13, n.3, p.392-410, set./dez., 2013.

LOPES, Alice Casimiro. Teorias pós-críticas, política e currículo. Educação, Sociedade & Culturas, nº 39, 2013, 7-23.

MOLL, Jaqueline (Org.). Caminhos da Educação Integral no Brasil: direito a outros tempos e espaços educativos. Porto Alegre: Penso, 2012. 504 p.

PINAR, William F. O que é a Teoria do Currículo?. Tradução da Aba Paula Barros e Sandra Pinto. Porto: Porto Editora, 2007.

ROSA, Sanny Silva. Entrevista com Stephen J. Ball - Privatizações da educação e novas subjetividades: contornos e desdobramentos das políticas (pós) neoliberais. Revista Brasileira de Educação v.18, n.53, p.457-466, abr.-jun, 2013.

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Published

2019-03-02

How to Cite

RODRIGUES, A. C. da S. CURRICULUM: current possibilities for education. Curriculum Space Journal, [S. l.], v. 12, n. 1, p. 1–4, 2019. DOI: 10.22478/ufpb.1983-1579.2019v12n1.44739. Disponível em: https://periodicos.ufpb.br/index.php/rec/article/view/44739. Acesso em: 16 aug. 2024.

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Issue

Vol. 12 No. 1 (2019): CURRÍCULO: possibilidades atuais para educação

Section

Presentation

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By submitting an article to Curriculum Space Journal (CSJ) and having it approved, the authors agree to assign, without remuneration, the following rights to Curriculum Space Journal: first publication rights and permission for CSJ to redistribute this article. article and its metadata to the indexing and reference services that its editors deem appropriate.