Currículo escolar: algumas inquietações e a busca por um caminho possível

Abstract

The historical processes of colonization in which Brazil was the setting directly influenced the country's social, cultural, and educational structure. The school, an important social institution, faces challenges in designing a curriculum that embraces this multiculturalism and meets these demands. In this context, this research aims to problematize the conception of the school curriculum based on homogeneity, which prevails in Brazilian education, in order to present reflections that enable a curriculum perspective to be constructed by the school in dialogue with the community. For this purpose, we seek theoretical support from scholars in the field such as Walsh (2009), Moreira and Candau (2008), and Silva (1999). Methodologically, this work is descriptive, with a qualitative approach and using bibliographic procedures. As a contribution, it is evident that given the difficulties schools face in addressing current social demands, the perspective of curriculum that best serves the needs of the Brazilian school context should propose practices grounded in an intercultural perspective. Although the intercultural perspective is the most appropriate, it still has recent discussions, presenting some challenges for its implementation, requiring a more systematic exploration.