摘要：Tensions about curriculum are constantly reiterated, with no displacement of the past resurfacing anachronistically in politics. The meanings are generated through the circularity of contexts and the search for hegemony. The condition of openness of meaning is what constitutes the social and allows us to think of the hybridization of recent curricular policies, which have mobilized a status of inexorable authority with regard to standardization. In this context, we have brought to the table meanings that have become hegemonic on the political scene, such as the requirement of a priori competences and skills for the training of both teachers and students.
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