CONTEMPORARY CURRICULUM POLICIES: CONSERVATISM, PROGRESSIVISM AND THE NEUTRALITY OF EDUCATION

Abstract

Contemporary curriculum policies reveal that the school curriculum is not neutral and is historically shaped by hegemonic interests. Post-critical approaches re-signify this perspective by positioning the curriculum as a symbolic field, where cultural and political disputes manifest themselves. These theories understand education as a space for building identities and valuing diversity, breaking with the dichotomy between erudite culture and popular culture. In this context, they advocate curricular practices that integrate the knowledge of historically marginalized groups, such as indigenous peoples, quilombolas, the black population, LGBTQIAPN+ and women. In the regulatory scenario, the National Common Curriculum Base (BNCC) is a central instrument of Brazilian educational policies. Mandatory in nature, the BNCC defines essential learning that is common to all students, but respects the autonomy of education systems in drawing up the diversified part of the curriculum. Structured around competences and values, it aims to provide comprehensive education and promote a democratic and inclusive education. The construction of a curriculum that dialogues with social pluralities and combats inequalities requires articulation between the legal, cultural and political dimensions of education, highlighting the importance of criticism and active participation in the development of more equitable curricular proposals.