Silence in the school curriculum and dialogicity freirean

Abstract

The school curriculum is the subject of constant disputes and, as the result of historical processes, it will not be neutral. This means that, for its constitution, there is the presence of different interests and influences, making it impossible to understand it as a mere prescriber of content. Among the types of curricula, we chose to address the hidden curriculum more deeply, which can be understood as the implicit teaching of attitudes and behaviors in the school environment, but whose main objective is to reinforce the student's social condition, placing him in a position of obedience and conformity. This paper analyzed the concept of silence foreseen in the hidden curriculum, discussing the topic based on Freirean pedagogy. Among the first results, it was found that there is an intention to make the student more docile and disciplined, which goes against the teachings of Paulo Freire, who places silence as an important element in the communication space, but which has the purpose of opening the space for listening. After this digression, the concept of dialogicity was analyzed, through the understanding of its importance for the development of a critical and problematizing consciousness.