Curricular limbo: content analysis of equitable support systems in Brazilian high school curricula

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Abstract/Contents

Abstract: In 2017 and 2018, the federal government in Brazil enacted two substantial standards-based reforms, prompting states to create curricula based on the federal educational standards. This exploratory paper uses a novel computational sampling method, targeted sampling, to examine depictions of equity in postsecondary preparation in the newly published high school curricula from 17 states in Brazil and its Federal District. I discuss the findings in line with the literature on equitable access to post-secondary opportunities. I find that states’ high school curricula in Brazil rely heavily on legal documents and federal standards, providing few original discussions on pedagogical guidelines and support systems for equitable post-secondary preparation. Contrary to prevalent governmental discourse, I conclude that the reforms are unlikely to be drivers of equity. Future policy considerations are discussed.

Author	Castro, Francisco Mello

Subject	High schools
Subject	Curriculum
Subject	Standards
Subject	Reform
Subject	Natural language processing
Subject	Equitable access by design
Subject	Content analysis
Subject	Stanford Graduate School of Education International Comparative Education
Genre	Text

DOI	https://doi.org/10.25740/bx024yy6651
Location	https://purl.stanford.edu/bx024yy6651

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License: This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).

Preferred citation: Castro, F. (2022). Curricular limbo: content analysis of equitable support systems in Brazilian high school curricula. Stanford Digital Repository. Available at https://purl.stanford.edu/bx024yy6651

Graduate School of Education International Comparative Education Master's Monographs

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