The body and the hidden curriculum in primary education: opressive discourses and practices

This article proposes a reflection about the practices explored by hegemonic discourses on the inhumanity of others, especially through the stigma of corporeity. By means of a case study, we sought to understand the way in which adolescents in Primary Education assume the legitimacy of oppressive discourses, basing their actions on exclusion, aggression and intolerance. Based on beauty ideals and corporeity and sexuality stereotypes, the watchwords of consumption and aesthetics determine the categorization of the human and inhuman, allowing the expression of barbarism as an action, under the indifference of educational professionals, or even with their passive and discrete connivance. This text will present the hidden curriculum as the learning that occurs outside the main curriculum. For that, this study will be guided by the thoughts of Freire ( 1997), Derrida ( 2011), Foucault ( 2009), Gil ( 2000) and Moreira and Tadeu ( 2013).