Abstract
In this work, I have tried to move away from a unilateral approach to curriculum policies, departing from globalization as a contested concept and focusing it from a relational perspective which rejects economy as the major determinant to explain the globalization phenomenon. I understand curriculum policy as a cultural policy in which signification where conflicts emerge for of the world and production of some symbolic developments. Taking published documents by Belem City administration, as well as theses and dissertations concerning the target experience, I have tried to understand divergencies and interfaces between this policy and national curriculum policies, so as to build new methodological hints for grasping its effects and recontextualizations in the context of practice. Theoretical and empirical reasoning are meant to favor curriculum analysis as a cultural policy that always implies recontextualizations and hybrid meanings in related texts.
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