Resumen

ANDRADE, Ana Paula  y  OLIVEIRA, Inês Barbosa de. CURRICULUMS IN THE UNDERSTANDING OF EDUCATION AS HUMAN RIGHT: dignity and citizenship in reflectionaction curriculum. Revista Teias [online]. 2021, vol.22, n.especial, pp.2-10.  Epub 18-Feb-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.64199.

Thinking of education as a human right is urgent and necessary as never before, whether for society as a whole, for the field of education and curriculum, in these times that the democratic of rights is questioned. At the same time that groups try to recover it, also expanding dignity and citizenship, thinking of them as a practice, rather than as abstract concepts and values, as this perspective has allowed them to be placed so conservatively, making them the exclusive ones, just for a few. The Covid-19 pandemic revealed how real this exclusionary picture is, and made it worse. Original peoples, quilombolas, populations deprived of freedom, LGBTQIA+ – those who suffer most from exclusion –, among others, have been increasingly neglected, especially in Brazil. It is, therefore, essential to understand the games of biopower and necropolitics that constitute these times of neoconservatism, in order to be able to think of solutions that allow for a glimpse of curricula based on education as a human right, of all, beyond pure and simple schooling, based on exclusionary values and Eurocentric knowledge. Therefore, this text presents the presentation of the texts and brief reflections on them, situated in this field, the denunciation-announcement, the Freirean hope, the epistemologies of the South, all intertwined with reflectionaction on the human right to education and human dignity as a condition for your exercise.

Palabras clave : curriculum; education; human right; reflectionaction curriculum.

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