Abstract
This study aims to map political strategies for the constitution of school knowledge in policies intended to extend high school hours in Rio Grande do Sul, considering curriculum policies over the last decade (2002–2012). To this end, this study has adopted the perspective of Curriculum Studies, particularly the branch associated with the critical tradition, either through sociological studies of school knowledge or political studies of the school institution in neoliberal societies. It has been noted that social protection, economic development, and pathway customization are some of the political rationalities that have guided such policies in different structures. As a shared aspect among these different policies, it has been possible to indicate the lack of objective conception of school knowledge and, at the same time, one that is justified by its educative character. The processes of knowledge selection have been guided by systems of pedagogical reasoning external to school processes, thus directing them to fulfill social and economic demands.
Curriculum policies; School knowledge; High school