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This article relates the concepts of curriculum and school knowledge, conferring centrality on schools’ and teachers’ work in the process of re-contextualizing what constitutes the pedagogical discourse. By assuming a perspective of in-progress curriculum, the study seeks to highlight the meaning of curricular changes – such as the ones related to increasing teachers’ and students hours in school – to the schooling of new generations. Therefore, we highlight a view of the school as a space for widening the possibilities of understanding the world on different foundations than those available in other contexts of socialization, as well as the centrality of schools’ pedagogical project as a guideline to broaden the curriculum in an integral education perspective.

Currículo e conhecimento escolar na perspectiva da educação integral