In a social context dominated by neoliberal rationality, it seems coherent to adjust education to the demands of the market and to prepare individuals for it.The text exposes the forms of rationality in the 2016 High School counter-reform: instrumental reason and hermeneutic-humanist reason, interconnected, serving the hegemonic interests in the contemporary stage of capitalist accumulation.The question arises: what rationality guided the 2016 high school counter-reform?There are indications of the articulation of the two aforementioned forms of reasoning in this reform, in the competencies of the National Common Curricular Base, as well as in its partial continuity in Law 14.945/2024.This is a theoretical and documentary reflection with contributions from the sociology of education, committed to the project of education for democratic citizenship.It is structured in two movements: a retrospective look at the relationship between society, individual and education and a critical position for curriculum policies (BNCC) and the New High School.

This article aims to examine the hybridity present in the work developed in the French language discipline at the Andr Maurois State College (CEAM), in the State of Guanabara, between 1966 and 1971, a period in which Henriette Amado was the director.The French classes were pioneers in the use of audiovisual methodology: with funding from the French Embassy, in an action coordinated by the Alliance Franaise and the Association of French Teachers of Rio de Janeiro.At CEAM, smaller classes were formed, specialized teachers were brought together, and themed classrooms were organized.Therefore, the primacy given to audio tapes, slides, and projectors challenged a daily routine that favored only chalk, books, and the teacher's voice.The French offering aimed at repositioning their language, considering the strategy consolidated by the global ubiquity of American English after 1945.CEAM developed a curriculum of resistance and avant-garde.While the Military Regime focused on vocational training, CEAM (Centro de Educao de Artes e Cultura -Center for Education and Culture of Arts) horizontalized the teacher-student relationship, promoted discussions on controversial topics, and prioritized teaching methods that utilized educational technology tools.To this end, a qualitative comparison was made between documentary analysis and bibliographic review, combining narrative methods and referencing Nestor Canclini's concept of hybridity.The proposed pedagogical analysis of French showed that it was possible to build a fruitful intellectual habitus among students at CEAM.

Research on 'Best Practices' has become a fundamental aspect of the field of education in recent years.However, it is a vague concept without a clear scientific consensus.The objective of this study was to analyse what is meant by Best Practices in Early Childhood Education (0 to 6 years) in scientific research.A Systematic Literature Review was conducted following the PRISMA 2020 principles.The main objective was to recognise the elements that identify scientific publications describing Best Practices from 2014 to 2024, in English, Spanish, Portuguese and French, in the three most relevant databases in our field (Scopus, Web of Science and SciELO).The main results show that under the term "Best Practices" there are a variety of publications with little theoretical basis that refer to very diverse aspects.It is concluded that it is essential to continue to delve deeper into this field in order to establish the concept of Best Practices, which can be shared by experts and whose results can be transferred to the field of Early Childhood Education.

Decorridos sete anos da publicao de legislao que institui a autonomia e flexibilizao curricular (AFC) como dispositivos orientadores das prticas pedaggicas nas escolas pblicas portuguesas (D.L. n. 55

This article aims to identify, from the perspective of students, educational practices that contribute to addressing and preventing human rights violations in the school context.It is qualitative research whose main methodological procedure is fieldwork.Data collection was conducted through semistructured interviews and a focus group, involving direct interaction with eight (8) high school students enrolled in the 2nd or 3rd year.For data analysis and interpretation, thematic content analysis was adopted (Bardin, 2016).In this process, human rights violations within the school environment emerged, marked by the intersectionality of race and gender as dimensions of violence.Consequently, the study advocated for the adoption of methodological strategies that engage with the interests, learning rhythms, and ways of being of young people, who are, in many cases, placed in situations of silenced voices.This proposal includes the implementation of Participatory Processes, Active Listening within the Student-Management Relationship, and the inclusion of Cross-Cutting Themes in the curriculum.

This article discusses the contributions of teaching Fights (Lutas) in the Physical Education curriculum of Basic Education, based on experiences developed at the School of Application of the Federal University of Par.Grounded in post-critical curriculum theories and in the perspective of the Cultural Curriculum of Physical Education, the study adopts action research to analyze experiences with fights of African, Afro-Brazilian, and Indigenous origin.The results show that, by addressing bodily practices marginalized by the Eurocentric and sport-centered logic, the teaching of Fights becomes a curricular practice of resistance, fostering the recognition of cultural diversity historically denied in school.It also demonstrates that school daily life, in its complexity and unpredictability, becomes a space-time of curricular justice and creation of new forms of existence, in which the curriculum is built as difference and as an opening to worlds where many worlds can coexist.

This article, based on teachers' (auto)biographical narratives, addresses the metamorphoses of the processes of teaching and learning Mathematics, which are marked by emotional aspects and the intensification of the digital revolution in the context of the Covid-19 pandemic.With the purpose of amplifying debates on the urgent need to protect and value teachers in their personal and professional dimensions, as well as schools as spaces of democratic experience, the study sought to listen, in a dialogical, reflective and self-formative dynamic, to five female teachers who teach Mathematics in the early years of Elementary Education at a public state school in Rio Grande do Sul, Brazil.Their experiences, conveyed through their memories and references, constitute the empirical data of the research which, in light of theoretical perspectives from the field of Education, reveal elements circumscribed to the (inter)subjectivities that permeate teacher professionalism and intersect at the boundaries between the digital revolution and the human dimension of education.Through Content Analysis, two categories of analysis were established, namely: Being a Mathematics teacher in the Digital Era; and The ethical and human dimensions of teaching and learning Mathematics.It is inferred that the human nature of Mathematics Education is substantiated in confluence with teacher professionalism.

En este artculo se reflexiona acerca de la experiencia de implementacin del nuevo modelo educativo en el nivel de educacin primaria indgena, dentro del marco de la denominada Nueva Escuela Mexicana (NEM).Se revisa esta experiencia delimitando el anlisis sobre la capacitacin y manejo curricular que han tenido los docentes para desarrollar