Revista de Estudios Teóricos y Epistemológicos en Política Educativa

Private hegemony devices and implementation of the national common curricular base in the municipal public education system of Paraná State

Jussara de Fátima Ivanski Ruppel — 2025-01-09

This paper contemplates the implementing process of the National Common Curricular Base (BNCC in its Portuguese acronym) in the municipal public education networks of Paraná, focusing on Private Hegemony Apparatuses (PHAs), as well as the role played by the State Secretariat of Education (SEED/PR) and the National Union of Municipal Education Directors (UNDIME/PR) in this process. Gramsci contributes with theoretical and methodological support that makes it possible to understand the State as integral, constituted by political society and civil society. In this State Model, the PHAs are allocated, considered institutes, associations and political parties around which the collective aspirations of the rising group are organized. As a result, the PHAs Instituto Reúna and Movimento Colabora Educação (MCE) are understood in connection with large conglomerates, among them the Lemann Foundation (LF), which have been dedicated to implementing the BNCC in Paraná municipalities. This is bibliographic and documentary research with searches on websites of the SEED/PR, National Union of Municipal Education Directors (UNDIME), UNDIME (PR), Movimento pela Base (MPB), as well as data and news regarding the topic. It was clear that UNDIME/PR, SEED/PR and the Municipal Education Secretariats legitimized the process, producing consensus and validating private participation through seminars, live broadcasts and teacher training, offering and indicating inputs organized by these institutes.

Keywords: Private Hegemony Apparatuses. Municipal Public Education Networks of Paraná. BNCC.

Entrepreneurship, responsibility of the self and its implications in the public educational context

Audrei Rodrigo Pizolati — 2025-01-15

This study examines the implications of entrepreneurship in the educational context, focusing on recent educational and curricular reforms, such as the Brazilian National Common Core Curriculum for Secondary Education (BNCC-EM, acronym in Portuguese) and the National Education Guidelines and Framework Law (LDBEN, acronym in Portuguese), aligning with the perspective of Curriculum Policy Studies. The objective is to analyze how these policies, which promote autonomy and youth protagonism, impact the holistic education of students. Using a qualitative approach based on document analysis and literature review, the study discusses the pros and cons of entrepreneurship as a transversal theme in the curriculum. The results indicate that, although entrepreneurship can foster important skills such as autonomy, creativity, and problem-solving, it risks exacerbating inequalities and promoting an individualistic perspective that overlooks the structural barriers faced by many students. The final considerations highlight the need for an education that balances preparation for the job market with critical and inclusive training, acknowledging the implications of curricular policies in shaping subjectivity and transferring individual responsibilities, often neglecting the social and economic challenges that affect educational equity.

Keywords: Student autonomy. Public education. Responsibility of the self.

Antonio Gramsci: a biographical study of the thinker’s life

Elita de Medeiros — 2025-03-31

This paper presents a critical review of the literature on the biography of Antonio Gramsci (1891-1937). Marxist philosopher, writer, political theorist, journalist, literary critic, linguist, historian, politician and Italian translator, Gramsci was a co-founder of the Communist Party of Italy and author of the Prison Notebooks, written during his imprisonment by the fascist regime of Benito Mussolini. Through a critical literature review, the study highlights the importance of reliable sources in the construction of biographies, discussing discrepancies in historical records and the influence of different interpretations on their trajectory. In addition, the research addresses little-mentioned aspects of his life, such as his condition as a disabled person and the political circumstances surrounding both his imprisonment and that of his father, Francesco Gramsci. The analysis seeks to fill historiographical gaps and provide a well-founded view of Gramsci’s life, highlighting his relevance for academic studies in thirty-five areas of knowledge in Brazil. The paper also features images of the Sardinian thinker and his family.

Keywords: Antonio Gramsci. Biography. Historiographical sources.

Theoretical-epistemological frameworks in academic research on the commercial-philanthropic nature of education

Isabela Cristina dos Santos Porto — 2025-03-31

This paper aims to identify the theoretical-epistemological perspectives and epistemological positioning of academic works produced between 2012 and 2022 that address the theme of the commercial-philanthropicization of education. In contemporary times, the influence of entrepreneurs in the education sector is growing, which has sparked intense debates about their role in the pedagogical context and in education policies. The method used is anchored in historical-dialectical materialism, including bibliographical research under the qualitative approach. The study seeks to broaden the understanding of entrepreneurs in education and the theoretical-epistemological aspects present in academic productions.

Keywords: Metaresearch. Theoretical-epistemological foundations. Commodification of education.