SCHOOL CURRICULUM: THE PATH TO A CONTEXTUALIZED AND EMANCIPATORY EDUCATION

This work aims to carry out an approach that makes it necessary to discuss the elements that are present in educational practice, such as: Teacher, student, knowledge and the context of teaching. Based on this principle, it is convenient for us to reason about the social aspects that the didactics applied in the classroom and the curriculum reflect on the teaching-learning process, thus considering the importance of inserting a contextualized and emancipating education. Thus, this article addresses the curriculum as a relevant tool for promoting a liberating education, aiming at citizenship, based on the daily life experienced by the student, thus stimulating the school and the educator to expand knowledge and consequently awaken a critical analysis to improve education. This curriculum, therefore, is the result of collective discussions and never thought only of offices.