Derived from a broader study on the structure of the elementary public school, this article examines the issue of the school curriculum under the perspective of the right to basic education, as a public policy concern in education. Based on data collected in a qualitative research, the article questions the narrowness of the current configuration of the elementary school curriculum, expressed in large-scale assessments sponsored by educational policies. It concludes that it is necessary to establish a content of teaching that, due to technical and political issues, is not enough in knowledge and information, but should also include the culture in its full meaning, as a universal right that also includes values, philosophy, beliefs, law, art, technology, everything, ultimately, that is historically produced and must compose the full construction of human-historical personalities.
Curriculum; Elementary school; Educational policies; Right to education