LIFE STORIES IN THE CURRICULUM: possibilities of a freirean emancipation

This study analyzes course syllabi authors through an intercultural lens. It acknowledges the curriculum's reflection of social structures and its potential for exclusion. The research posits that classroom works are often decontextualized from the authors' backgrounds. Students lack knowledge of the authors' identities and motivations for engaging with specific themes. The hypothesis suggests that incorporating authors' life stories fosters a more affective learning environment and contributes to reducing social inequality. The research examines authors listed in core references of philosophy program syllabi at five Federal Universities. It draws upon theoretical frameworks of emancipation (Freire, 1996), life history (Bertaux, 2010), affectivity (Wallon, 1995), and curriculum (Sacristan, 2000). The qualitative, exploratory methodology allows the interpretation that using authors' life stories creates spaces conducive to social equity.