Abstract

MACEDO, Elizabeth. EDUCATION AND THE URGENCY TO DE-BARBARIZE THE WORLD. e-Curriculum [online]. 2019, vol.17, n.3, pp.1101-1122.  Epub Oct 28, 2019. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i3p1101-1122.

In this text, I focus on the recent curricular policies in Brazil, inserting them within a scenario of hegemony of neoliberal rationality. I assume that such policies produced a discourse of inclusion and social justice, in dialogue with international movements that, in the postwar period, advocated rhetoric against barbarism. From analyzes formulated by Chantal Mouffe, Wendy Brown, Judith Butler, Pierre Dardot, and Christian Laval, I try to understand the exhaustion or the emergence of a new form of neoliberal rationality. On the one hand, I assume that such rationality did not create the material conditions for postwar promises to materialize, but rather widened inequality and oligarchization. On the other hand, I argue that, in disregarding the political, it bet on de-democratization. Combined, such movements led to the rise of right-wing governments in different countries, including Brazil. Following this analysis, I argue that an education for social justice - or an education to de-barbarize the world - must erode the neoliberal equation, not only in resisting public policies, but also in the very way we theorize the curriculum.

Keywords : Curriculum policies; Social justice; Neoliberalism.

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