This paper challenges the reduced understanding of schools as places for students to learn the useful towards tomorrow and explores alternate languages to understand schools more educationally. It mainly appropriates Agamben’s and Lewis’ conceptualizations of impotentiality with particular attention to its relevance to and implications for education. Allegory as a curriculum concept is adopted methodologically to unpack and reactivate the fragmented, nuanced and autobiographical stories, exploring what might count as living impotentially. Through the allegorical re-searching in my own stories in relationship with others, I find that living impotentially involves overlapping and recursive moments, including yielding and suspending, wondering and wandering and dis/re/connecting, which jointly contribute to one’s becoming/unbecoming and doing/undoing. Finally, I briefly discuss Laozi’s dao and how it could speak to impotentiality in dao’s dynamic stillness. Skhole, a place originally meant for free time, yearns for a space of impotentiality, inviting each one of us to return to ourselves, to understand ourselves better as a human being.

This article analyzes school / future articulation by dwelling on the ways in which it is currently enunciated in our schools, as well as on the evocation usually made of how that formulation worked in the not too distant past. It also proposes problematize whether this is the only way - with a universalist claim - that the school can be linked to the future or whether it is a particular story, and thus one of several possible ways.

The author re-visits the significance of the territorial acknowledgment (of living on the original lands of Indigenous peoples) in teaching, autobiographically probing meanings that can breathe life into acts of acknowledging. Key-words: Indigenous peoples; teaching; territorial acknowledgment.

In this article, the author proposes a critical dialogue between Discourse Theory and autobiography as discourse, using currere with teachers to deconstruct hegemonic curriculum discourses. Key-words: autobiography; discourse theory; currere; teacher education.

This paper explores the psychoanalytical meanings of remembering, invoking anamnesis - a reaching back into forgotten knowledge - as a lens through which to interpret novice secondary teachers’ (adolescent) memories and drawings. Key-words: experiment; drawing; teacher education.

This paper proposes an analysis of the curriculum policies of gender and sexuality produced in Brazil, aiming at revealing the hegemonic practices and the articulation of different logics, such as theoretical, moral and political, that made these practices possible. Curriculum policies are here conceived as dispute fields which establish and contest meanings about curricular texts, while unstable and polysemic codifications. The present work seeks to show how the emergence and dissemination of socio-juridical discursive logics in the field of sexuality, as opposed to biomedical logics, have influenced Brazilian curricular policies since the 2000s. However, it also indicates that these logics have been strongly opposed, in recent years, for the articulation and intensification of the action of neoconservative movements in the country. This article also proposes the appropriation, within the sphere of this debate, of concepts such as the discursive field, hegemony and identification – as developed by Laclau and Mouffe's Discourse Theory – as resources to enable a more nuanced analysis of the processes of emergence, consolidation and crisis of regimes of dominant sexuality in the curricular field, as well as the permanent tensions, conflicts, negotiations and articulations between different discourses and logics in this scenario. Key-words: Gender; Sexuality; Discourse; Curriculum Policy.

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The aim of this article is to develop a productive critique of the neoliberal idea of distance as it has come to be expressed within the context of data-driven curriculum policy making. The argument is structured around three expressions of distance (spatial, methodological, and relational) related to different levels of policy making. A critical examination shows that the production and use of numerical data have come to influence policy makers at all levels, equating what is of educational value with what can be made measurable and therefore comparable. Furthermore, it shows that standardizing the way education is thought and acted out by policy makers and practitioners according to an evaluative rationale leads to problematic reduction of the educational imagination, distancing educational actors from each other. Non-affirmative educational theory is used to develop a more reflexive position understanding that the answer to what is of educational value emanates from communicative interactions allowing different educational aims to coexist and influence each other. The productivity of the critique developed in this article, therefore, lies in its ability to enrich the educational discourse and to widen the imagination of the alternatives scenarios of educational futures at hand.

The article analyzes the way in which the creation of new categories such as of Significance Notions and the Fields of Curricular Structuring, for the design and the curricular evaluation, allowed generating alternative proposals to those based on empirical analytical perspectives, which during several decades had over-determined these professional practices; the use of these categories also allowed transition from the problematization to the intervention and reconfiguration of the curriculum field in Mexico. The postgraduate programs in education taught at the Higher Institute of Educational Sciences of the State of Mexico, at the same time, the article identify the problems that were faced are pointed out together with the conflicts derived from the demands for the certification of such programs, framed by the modern educational policies and the context of globalization, neoliberalism and scientific development of these days.

In this article, curricular innovations are addressed as hegemonic projects that have guided curricular reforms in recent years. Specifically, the model by competencies is analyzed by its scope and limitations within the cultural and ethnic diversity framework in the Mexican context. This article is structured in three sections: 1. Curricular innovations; these are conceived as an indispensable condition, as a series of long-range transformations that encompass cognitive, pragmatic, attitudinal, ethics and political dimensions. 2. Competency-based curricular model; a critical review is made around this model, which is instituted from basic to higher education. 3. Cultural diversity and the right to education; education is analyzed as a constitutional guarantee and as a human right with an intercultural perspective evidencing that, despite the great efforts made, social and cultural inequity persists.