"Many as One": curriculum policies, social justice, equity, democracy and the (im) possibilities to differ

The article examines the meanings of social justice and equity that have guided Brazilian curricular policies in recent years, highlighting the National Curricular Common Base (BRASIL, 2017). It is analyzed how this sense of justice is aligned with John Rawls's (2000) propositions in his formulation of justice as equity, problematizing the principles of his theorizing from the dialogue with Bhabha (2001), Derrida (2010), Laclau e Butler (2008) and Mouffe (1999, 2015) that composes the theoretical reference that supports the arguments made, in a discursive poststructural perspective. It is argued that the meanings of justice and equity taken as equality / universality / homogeneity, function as attempts at regulation and control, and thus expel "difference" from its formulations; the taking of equity as equality empties political struggles for meaning into the refutation of multiple and different perspectives. From the dialogue with Mouffe it is defended another sense of justice, based on agonistic pluralism.