CURRICULUM BETWEEN WHAT WAS DONE AND WHAT WE WANT TO DO WITH OURSELVES: EFFECTS OF DISPUTES BETWEEN KNOWLEDGES AND OPINIONS

Abstract

This article brings results of a research that sought to know how basic school teachers are receiving the systematic attack that has been made to knowledge, and how they deal with the widespread moralism disseminated with the attempt to control knowledge that should be taught at school. Working from a postcritical curriculum perspective, the paper develops two arguments: the first is that it was possible to identify, among different teachers of the basic school, an understanding that, due to the degree of ignorance that has become evident in Brazil, they need to be ‘defenders of knowledge’ and ‘welcoming of difference’. The second argument is that our criticism and the teachers’ criticism is important, but it is only a first step in the struggle to create the possible. The article then shows that just as important as this critique is learning to be affected by the active joys of creative differences in ourselves and others, to practice the power of educating for the freedom to create value, to create our own destiny!