Keywords:
Curriculum, Social justice
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
Around the world, education systems have been prisoners of hegemonic global agendas (Ball, 2001; Dale, 2004) directed by international organizations and agencies, such as the OECD, the International Monetary Fund and the World Bank, which determine local policies. These agendas are associated with the Global Education Reform Movement – GERM (Fuller and Stevenson, 2019; Sahlberg, 2016), which disseminates prescribed common core curricula and a culture of standardized “testing” assessment (Broadfoot and Black, 2004; Marinho et al. ., 2019; Stobart, 2008) that have largely contributed to accentuating inequalities and injustices in the face of the heterogeneity and diversity of students. However, against this liberal movement, a critical education movement has been reaffirmed, based on principles of democracy, curricular justice, equity and recognition (Apple and Beane, 2000; Dubet, 2008; Fraser, 2008; Sampaio and Leite, 2018; Torres, 2013).
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