Resumo

KAPLAN, Carina Viviana  e  SULCA, Elisa Martina de los Angeles. CURRICULUM AND SCHOOL JUSTICE IN PLURICULTURAL CONTEXTS. Revista Teias [online]. 2021, vol.22, n.67, pp.372-381.  Epub 14-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.62798.

This article presents results of a socio-educational research on the school experiences of indigenous young people who attend secondary school in a public institution of private management located in the province of Salta in Argentina. The objective is to analyze the meanings that students give to the curricular practices that are deployed in everyday life, as well as the distances and proximity between community family knowledge and school knowledge. The documentation of the testimonies was carried out through in-depth interviews. The conclusions show that the meanings conferred on curricular practices are linked to future projections: returning to the community of origin and getting involved in survival activities, moving to urban centers to continue higher level studies and inserting themselves in areas labor. These perspectives are closely related to the conditions of vulnerability and marginality in which they find themselves. In this context, the school has the possibility of promoting curricular justice by unraveling the link between social origin and school destiny, between initial constraints and possible future ones.

Palavras-chave : curricular internships; community knowledge; school knowledge; subjectivation; desubjectivation.

        · resumo em Português | Espanhol     · texto em Espanhol     · Espanhol ( pdf )