Resumo

RODRIGUES, Ana Cláudia da Silva; OLIVEIRA, Ozerina Victor de  e  MONTOYA, Edisson Cuervo. CURRICULAR POLICIES AND THE COLLECTIVE ENGAGEMENT OF RESEARCH AS A MODE OF INSURGENCY. Revista Teias [online]. 2024, vol.25, n.79, e88255.  Epub 07-Maio-2025. ISSN 1982-0305.  https://doi.org/10.12957/teias.2024.88255.

This text presents the thematic section “Curricular Policies and the Collective Engagement of Research as a Mode of Insurgency.” Its objective is to bring together research that addresses demands in the field of curriculum over the past decades, developed through qualitative methodological approaches. These studies offer analyses of curricula in multiple contexts, aiming to redirect the production of knowledge in response to attempts at standardization, decontextualization, and antidemocratic tendencies underpinning current curricular policies. Additionally, it seeks to highlight the collective power of identity groups present in curricula, in connection with social movements, especially emphasizing the process of knowledge production in curricular creations within basic education schools. The manuscripts underwent peer review and approval processes. Among them, twenty articles were selected by the section coordinators for meeting the objectives and criteria established for the Dossier. These articles predominantly originate from public universities across all regions of Brazil and include contributions from two institutions and three international researchers. They draw on diverse, though not contradictory, theoretical frameworks, engaging in exercises of understanding, visibility, and proposition of democratic pedagogical processes within institutional and educational/school spaces. Furthermore, they exhibit aesthetic and conceptual precision in grasping the complexity of contingent, precarious, ambivalent, and potent power relations that shape both the production of curriculum knowledge and educational and curricular policies, encompassing basic education and teacher training within the broader social context.

Palavras-chave : curriculum; rural education; teacher training; decolonial studies; post-structuralist studies..

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )