Resumen

PAVAN, Ruth. Curriculum and social exclusion: the perspective of PIBID Pedagogy students/teachers. Sér.-Estud. [online]. 2018, vol.23, n.49, pp.193-206. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v23i49.1161.

Since the media/juridical/parliamentary coup d’état in 2016, social exclusion has intensified in Brazil. It is due to several reasons, particularly political, class, race/ethnicity and gender issues. The school and its curriculum, marked by the hegemonic culture (which is bourgeois, white, male, heterosexual), besides reproducing social exclusion, have also produced exclusions within themselves. This paper is grounded on a group of authors concerned that differences are not translated into inequalities either in the schools or in society. The objective is to problematize the Institutional Program of Teaching Initiation Scholarship (PIBID) Pedagogy students/teachers’ view of exclusion processes in both the school and society, by relating such conception to their understanding of school curriculum. Structured interview was used as an instrument for data collection. As a result, it was possible to notice that the students/teachers perceive a number of exclusion processes both in society and in the school, i.e. also in the school curriculum.

Palabras clave : curriculum; PIBID; social exclusion.

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