O currículo oculto e o fracasso escolar: uma relação mediada por representações sociais e pela relação com o saberê

Abstract

This paper deals with the relation between curriculum and schooling failure, focusing especially on the role that social representations and knowledge plays in it. According to our findings, the social representations that guide many educational practices may reveal an occult curriculum generally carried out by schools, even though teachers are not aware of such a teelity. In addition, this paper suggests that if we identify these social representations, we will be able to reduce the effects of the occult programs of study and turn schooling failure into something unnatural. Consequently, it also considers, as Bernard Charlot does, that schooling failure does not exist. In other words, what exists is a unequal reality wbic): promotes a long distance between those for whom schooling makes sense and those for whom it does not.