ABSTRACT:
The aims and identity of high school curriculum have become object of intense controversy. Brazilian National Curricular Guideline for Secondary Education (DCN, Brazil, 2013) is an important normative device whose aim is to offer “set of doctrinal definitions on principles, foundations and procedures.... which shall guide the schools [...] in their organization and articulation of pedagogical projects”. Among various issues addressed by the document, we chose to turn our attention to the one that, in its density, figures as an inexhaustible source of tensions and problems: the principles and criteria for curricular choices. More specifically, we are interested in analyzing critically, in dialogue with Arendt’s and Rancière’s political and educational thought, two central aspects of this discussion undertaken by the DCN: the supposed centrality of youngsters in educational processes and the nature of the school’s commitments to the overcoming of socioeconomic inequalities.
Keywords:
High School Curriculum; Philosophy of Education; Arendt; Rancière