This paper reflects on the school as a democratic institution. Beginning with a critical analysis of the purposes of schooling, we use the concept of hidden curriculum to reject an objective and neutral understanding of both the curriculum and educational practices. We then ponder about alternative possibilities of working in schools whose practices are deeply grounded in a plural agonistic democratic culture. Yet, these should be bottom-up, dialogical educational practices based on the culture and everyday life of children and youth, their families and communities, following an idea of everyday resistance to the domination forces, in the constant pursuit of more social and curricular justice. In this context, educators are described as social activists.
School; Democracy; Educational policies; Community action; Social justice