Resumo

SILVA, ROBERTO RAFAEL DIAS DA  e  LUTHIANE MISZAK VALENCA DE, OLIVEIRA. Curriculum policies, high school and the democracy paradoxes: conceptual perspectives for the composition of a critical diagnosis. Revista Brasileira de Política e Administração da Educação [online]. 2021, vol.37, n.2, pp.1092-1111.  Epub 31-Mar-2022. ISSN 2447-4193.  https://doi.org/10.21573/vol37n22021.107427.

Considering the current paradoxes of democracy, the debate on the quality and the right to learn in the interface with the political rationalities that guide the implementation of the study plans for secondary school in Brazil, the article will seek to outline some conceptual features for the composition of a diagnosis, with emphasis on decreasing levels of trust in democratic policies and institutions. Their analyses are derived from a documentary investigation of the curricular texts published in the last decade from the Curricular Studies. It is noteworthy that the article defends curricular policies anchored in the possibilities of democratic school governance that revitalize the procedures of listening and permanent negotiation with school actors, especially with contemporary youth.

Palavras-chave : Curricular policy; Quality; Education rights; High school.

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