CURRICULAR JUSTICE, INTRAFAMILY SEXUAL VIOLENCE (ISV) AND THE RIGHT TO LEARNING

Abstract

This article is the result of a critical-collaborative research-action. It involved early childhood educators and elementary school educators who spontaneously participated in the process. It took place in partnership with the Municipal Network of São Paulo between 2016-2017. It affirms the necessary daily decolonization of the curriculum and the presence in it of discussions related to gender and sexuality. Legislation aimed at guaranteeing the right to learn presupposes placing the child at the center of the educational process. All types of domestic violence against children and adolescents (VDCAs) and especially intra-family sexual violence (VSI) have profoundly impacted the quality of life of children and adolescents, their right to know and emerge daily in school. It is argued in this article that these violence are not issues that can be considered as private because they violate human and educational rights and compromise the construction of existence. Addressing such violence at school is urgent for the integral formation of the pupil and for respecting what is guaranteed in the Federal Constitution of 1988 (article 205), the Child and Adolescent Statute of 1990 (article 53) and the LDB of 1996 (article 2o). The text concludes by highlighting curricular justice as a curriculum practice that respects the needs of learners, their different ways of learning, their right to live knowledge that affirms their contexts of life and guarantees them a critical view of the world, and that grant them access to cultural goods as part of their full development.