CURRICULUM AND DIVERSITY: THE SCHOOL AS A SPACE FOR RECOGNIZING AND (RE)CONSTRUCTING DIFFERENCES

Abstract

Historically, the school curriculum has been structured from homogeneous and Eurocentric perspectives, which has contributed to the invisibility of diverse subjects, knowledge, and cultures present in the school context over the years. Therefore, the theme of curriculum and diversity has been quite present in current educational discussions, especially in light of the demands for a more inclusive and democratic school. This article aims to analyze the school curriculum in light of diversity, discussing the role of the school in promoting the recognition, respect, and appreciation of cultural, social, ethnic-racial, gender, and other identity markers. Methodologically, this is a bibliographical research. To this end, we focus on the theoretical reflections of authors whose contributions are essential to this discussion, such as Apple (1990), Moreira (2001; 2013), Moreira and Candau (2003), and Silva (1990; 2000). The results indicate that the curriculum has historically contributed both to the reproduction of inequalities and to the possibility of social transformation. It was evident that practices grounded in critical multiculturalism and intercultural education broaden the conditions for building curricular justice by promoting dialogue between different forms of knowledge and problematizing cultural hierarchies. Furthermore, it was found that the effective valuing of diversity requires not only the inclusion of new content but also a critical review of the epistemological bases that guide the selection and organization of school knowledge. It is concluded that the proposed objective was achieved, since the study made it possible to critically analyze the curriculum from the perspective of diversity and to highlight the school as a space for the recognition and (re)construction of differences. However, it is reaffirmed that the consolidation of a curriculum committed to equity depends on critical teacher training, consistent public policies, and collective engagement in the construction of democratic pedagogical practices.