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Currículo sem Fronteiras
 A journal for a critical and emancipatory education   ISSN 1645-1384


A Journal for a critical and emancipatory education

Contemporary education enters the new millennium immersed in a set of extremely complex challenges, especially if we consider the social and economic asymmetries that are being multiplied by the subtleties of the strategies imposed by the dynamics of capitalism, in which the mechanisms and the policies that constitute the foundation of globalization are diffused. Nevertheless, the overwhelming majority of countries that contribute to the consubstantiation of this social project is largely excluded from the benefits of this hegemonic process. Among these countries - with different levels of inclusion/exclusion - are Angola, Brazil, Cape Verde, Guinea-Bissau, Mozambique, Portugal, S. Tomé and Príncipe, and Timor-Lorosae, expressing together a specific unity in diversity. In spite of their particular identities, underpinned by a common and intertwined past - as the historic will of these peoples in the plastic arts, literature, music, and cinema expresses -, we believe that these distinct realities can constitute a specific political project. This project could allow not only for the construction of a specific set of actions but also for the development of dynamics that, as a whole, can participate in an ample counter-hegemonic political movement, one that represents an opposition to the social policies imposed by the neo-liberal and neo-conservative strategies.

This journal intends to be an example of these actions, aiming at analyzing, from a critical perspective, the social policies in general and, more specifically, the educational policies that are being implemented in the previously mentioned countries. We also hope to give more visibility to alternative experiments which thrive courageously despite great obstacles. Furthermore, we intend to look for dialogic practices, enriched by the distinctive realities, both in the ideological, economic, cultural and religious fundaments and in the class, race and gender dynamics that constitute the current social fabric. Finally, we aim at portraying and inquiring into the post-colonial condition these countries are immersed in.

Within this context, the field of curriculum has an unquestionable preponderance, especially given the fact that the social policies related to education, the reforms, innovations and restructurings occurring in the educational systems, and the dynamics related to the legitimacy of the transmitted knowledge are all linked and involved with this field. In this sense, the discussion around the field of curriculum not only invites the participation of numerous disciplines - sociology, psychology, philosophy, cultural studies, and anthropology - but also implies a debate both in the theoretical and practical realms.

The interwoven nature of the previously mentioned spheres, together with the scope of our project, led us to name the journal "Currículo sem Fronteiras" [Curriculum without Borders], with the subtitle "A Journal for a Critical and Emancipatory Education". This journal about curriculum that is born today is a political project deeply committed to progressive mobilizations. It intends to be a forum, mainly for the Portuguese-speaking communities, created with educators and for educators who have an emancipatory and critical perspective and a commitment to social equality and justice.

Álvaro Moreira Hypolito

João Paraskeva

Luís Armando Gandin



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