Curriculum policies in Mexico and Brazil: international and local context

Abstract

The present work aims to analyze, through a comparative analysis, curricular policies in semiperipheral national states, namely – Brazil and Mexico. The investigative focus focuses on the homogeneous and national curricula that were produced in both countries and how these homogenizing policies violated differential aspects of the fabric of the social as they were produced as a responsiveness to global and macroeconomic demands. With this focus, it is intended to pay attention to issues that are configured as exclusion and silencing in curricular policies, highlighting the indigenous issue in the Mexican case and the case of blacks in the Brazilian context. As a way of developing such an investigative proposal, we used a research of document analysis and literature review as a strategy to problematize curricular discourse produced in the tension and articulation between global and local spheres. We are interested in this study to focus on the relationships between the curriculum and social, political, cultural and intercultural discourses, the propositional aspects, as well as the discussions that should continue to be promoted to think about the relationship between education, social and society. societies) and the elaboration of the curriculum as models and educational proposals. In the end, we point out the violent nature of the curricular proposals under analysis insofar as, when they propose themselves as homogeneous, they seek, from stereotypes and colonization strategies, to erase the differential dimension that constitutes society.