Resumo

AGUIAR, Denise Regina da Costa. The right to learn in the public school daily life. e-Curriculum [online]. 2017, vol.15, n.4, pp.1081-1099. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2017v15i4p1081-1099.

The research aimed to investigate the precepts that preside the curricular structure in a critical-emancipatory conception and to analyze a political-pedagogical proposal for elementary school that considers cultural diversity, existing social inequality and the right of all children to learning in the public school. It is a change in the logic of the school, a socio-historical-cultural process, envisioning to build public popular and democratic school with social quality. The social function of the school aims at the acquisition of knowledge and values, human formation and citizen training, the right to voice, participation, reinvention of the world and has as a horizon the construction a fairest school. Finally, popular education and the critical-emancipatory curricular structure condition a radical change in the organizational structure in the daily life of the school and in the proposal of public policy management, in a system of education.

Palavras-chave : Elementary Education; Emancipatory Critical Curriculum; Learning.

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