A educação como campo de disputa de saberes e de afirmação social: para a construção de uma pedagogia latino-americana

Abstract

The article discusses the most recent processes of change in the educational fi eld, based on Latin American social-critical theory, which have represented a rupture in the role traditionally played by school systems in the construction of political hegemonies. For this, it brings two examples of educational public policy that express the institutionalization of alternative projects which give voice and place to historically silenced subjects. The main conclusions point out to the complexity of the discussion when identifying that, when incorporating new subjects, the educational systems are forced to face the contradiction between access and permanence, which touches the crux of its structure: the curriculum. This process establishes a fi eld of dispute between the knowledges and practices that are valued, because of this dispute derives the social recognition of those who are allowed to participate as subjects.