Resumo

PLA, Sebastián. Curriculum, History and Social Justice. A Comparative Study in Latin America. Rev. colomb. educ. [online]. 2016, n.71, pp.53-77. ISSN 0120-3916.

This article makes a comparative study of the historical narratives about the processes of conquest and colonization in the sixteenth and seventeenth centuries in current curricular programs for compulsory education in Chile, Mexico, Bolivia and Ecuador. The analysis is grounded in Nancy Fraser's concepts of affirmative and transformative strategies in political philosophy. The aim is to observe the deconstructive potential of symbolic power relations in historical narratives and analyze how each educational project responds to subaltern groups' demands for recognition, as part of the struggle for social justice in these four Latin American countries. The results show that Chile and Mexico have an affirmative curriculum project based on principles of justice arising from social liberalism. Conversely Ecuador and, especially, Bolivia have potentially transformative curricula based on decolonial struggles for social justice. This is a qualitative, comparative and documentary study.

Palavras-chave : Social justice; compulsory education; history teaching; Latin America; relevance.

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