Curriculum policies, Brazilian basic education and internationalization

discursive approximations and convergences

Abstract

This article is part of a post-doctoral research project whose general objective is to analyze the implications of the movements of curriculum internationalization in and of higher education over current policies and curriculum reconfigurations in basic education. The article analyzes official documents concerning Brazilian curriculum policy to explore what demands, in terms of curriculum goals, recommendations, and guidelines appear to be somehow associated with the internationalization of curriculum in basic education. The identification of the demands aforementioned uses a set of descriptors and categories in order to achieve a mapping of official documents that compose the production of the curriculum policy, established since the 2000´s. In the analytical data treatment, I considered that the Brazilian educational system is permeable to the global movement of the internationalization of the curriculum and that the formulation of its most recent policies is reflected on direct influences of this context – which Stephen Ball calls contexts of influence. The results show that there is a relative identification between the current official curriculum prescriptions in Brazilian basic education and the requirements or expectations of the transnational movements for internationalization, and that this approximation takes place in different aspects of the curriculum dynamics.