Reflections about neutrality in curricula and the need for democratic partiality
DOI:
https://doi.org/10.26512/lc.v20i43.4359Keywords:
Curriculum, Speech, Hegemony, JusticeAbstract
As societies become increasingly complex, trying to understand them without multiple perspectives becomes social and epistemologically irresponsible. One must know what intervenes in a discourse, when it created, such as the ideology and emotions of the writer. The intention here is to think about how these social marks are, and how they are filtered in the types of curricula created. The hegemonic way of understanding the world can be present in different contexts, strengthening the advent certain social groups and realities and silencing or weakening others. The result of this would be public curricular material that does not apprehend the cultural reality it must reflect.
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