Equal opportunities and access to relevant knowledge: a study on equity in curriculum policies

• Autor(a) principal: Vasques, Rosane Fátima
• Data de Publicação: 2020
• Outros Autores: Silva , Roberto Rafael Dias da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/23882
• topic: Política curricular; Equidade; Democratização; Conhecimento escolar; Política curricular; Equidad; Democratización; Conocimiento escolar; Curriculum policy; Equity; Democratization; School knowledge

This study aims to examine the existing tension between equal opportunities and democratization of access to relevant knowledge through a review of the literature published in Brazil about equity in curriculum policies. The theoretical framework of the study stands at the interface between curriculum studies and sociology of education, showing an intensification of research on equity. After the mapping exercise, it was found that five meanings of equity tend to predominate in Brazilian literature: equal opportunities, promotion of resources, processes and results, student performance/school effectiveness, school justice, and access to knowledge. The ongoing debates revolve around meritocracy versus knowledge, that is, equity in the educational system can be understood as access to knowledge; for this reason, students are considered different at their starting point and ways for them to reach effective learning are sought. Even recognizing the controversies about the concept of equity, we believe that it can contribute to broaden debates about curricular justice.