This paper discusses that kids are involved by multiple discourses and, in a way, they understand how they face stereotypes in society and the political issues proposed by the school pedagogical practice. Primarily observations indicate that confrontations take place on daily basis when conservative children, families and educators face the new progressive ideas proposed by the school curriculum, they are normally related to stagnated hierarchies (and consequently inequalities) on gender, race, ethnicity, profession, etc. |
