Os sentidos de justiça curricular presentes nas políticas direcionadas ao ensino médio no sul do Brasil

Abstract

This work aims to analyze the meanings and productions of curricular justice in the high school curricula of the southern states of Brazil. To this end, the research adopts a qualitative approach, using document analysis of the three state curricula from the South of the country. The guiding questions that motivated this dissertation were: How have high school curriculum policies addressed the issue of curricular justice? What meanings are produced, and what practices are encouraged in their curricular documents? The research also aims to: a) understand how, historically, high school curricula have addressed the issue of justice within their specific contexts; b) systematize the concept of curricular justice through the lens of learning; and c) highlight how this notion of justice is expressed in the proposals found within the state curricula. In the preliminary writing stages, I rely on Connell, Fraser, and Silva to discuss the concept of justice as it is produced, as well as authors such as Santomé and Tejerina to define high school and its curriculum, drawing from a historical perspective of this stage in basic education. Following this, I present the documents analyzed: the Referencial Curricular Gaúcho (2021), the Base Curricular de Santa Catarina (2022), and the Documento Curricular Base do Estado do Paraná (2021), briefly outlining the specificities of each document. After the analysis, the results indicate that these state curricular documents do, in fact, produce curricular justice by valuing diversity, promoting the redistribution of knowledge, and expanding participation and recognition of school subjects. This collective construction of curriculum points toward a more inclusive, democratic school that is committed to social transformation.