SPEECHES ABOUT “EQUITY” BUILT BY THE MOVEMENT FOR THE BASE

CONDITIONS OF CURRICULAR "AUTHORSHIP"

Abstract

This article analyzes the speeches built by the Movement For The Base, in the documents “Need and construction of a Common National Base” (2015) and the Common National Curricular Basis (2017, 2018), based on a guiding question: which is the perspective of educational justice capable of responding the context of less possibility of claiming rights? In this context, these analyzes are supported by the crossing of (post) critical references of the curriculum, specifically those which discuss the hegemonic project of the New Right (Apple, 2017) and by bourdieusian contributions (Bourdieu, 1997, 1998, 1999, 2007). Such support, on one hand, is anchored in the perspective of deconstructing the interest assumed by quality education, from the blaming discourses for educational public policies and, on the other hand, in understanding how to address speeches for the defense of equity, educational equality and the suppression of inequalities. It is concluded that although we have not been able to answer the guiding question, we have apprehended discourses inserted in the “moral economy of injustices” (Dubet, 2020), backers of ideas about social justice, combined with dubious apprehensions about equity, approximated to the singularized right of becoming capable, and equality, functionalized in equal access to knowledge.