Incorporation of the controversial perspective in the disciplinary curriculum

Abstract

This article is an invitation to venture into a controversial curricular posture, based upon critical curricular theory, drifting apart from prevailing technicalities and instrumental conceptions in curricular designs. In this regard, the purpose is to transit from a curriculum of homogenizing truths, distant from students’ interests, one that reproduces social and cultural inequalities, towards another that will challenge students to question knowledge and aims to build critical and debating individuals. Teachers are exhorted to incorporate controversial topics in their curricular content in order to meet this goal.