Regulated body: socio-emotional skills and (in)visible sexualities in the Common National Curriculum Base

Abstract

This study discusses the National Common Curriculum Base as a device that approximates education and market — evinced by its praise of the notion of socio-emotional skills — and regulates difference — as per its deletion of gender and sexual orientation in its text. The process of writing/experimenting this study as an operation of thought configures a methodological path that began by investigating the National Common Curriculum Base and the bibliography, creating spaces for (re)readings and problematizations, with intersectionality as a methodology that interrogates concepts, situating them in the production of social markers of difference. We transversalize school and educational psychology based on a critical perspective and decolonial studies as epistemologies that converge to (re)construct education as a human right. We dimension the Base as a coalition of conservative forces (market and moral) that engenders a mechanism that represents and synthesizes an educational policy that the interweaves socio-emotional skills and sexual and gender diversity to captured, in the game of talk/silence and show/erase, the possibilities of existence by sexist, misogynist, heterocentric, racist, ableist, homophobic, transphobic, and xenophobic logics. Psychology in interface with education is challenged to address the disputes and contradictions in the context of the current neoliberal and ultrareactionary advances on school and resistance movements and the creation of more plural, egalitarian, and just modes of existence in the task of forming democratic subjects and contributing to the democratization of scientific knowledge, making it a power for marginalized populations.