To anchor the content socially: to see as it is that it appeared, where social context it appeared, who was that it considered this concept historically, which were the dominant ideologies. you go there making this with all the possible contents inside of the resume and … this is a way of you nor to fall in that emptiness to be alone trying to understand diverse languages, diverse cultures, and also not to fall in the idea of that the content is something fixed. It is one another source. In synthesis, intentions, in two proposals until here presented, seem to be to clarificar of who are knowledge hegemonic in resume, that representations are in it enclosed, that identity if desires that they reflect and construct, as well as exploring forms of desestabilizar and defying all these hierarchies, choices, inclusions, images and points of view. A proposal that walks the same in sensible of the social anchorage and that particularly it pleases in them is of Willinsky (1998).
The author suggests that let us ask in them if he is possible to divide the reality human being in clearly different cultures, races, histories, traditions and societies, and to survive worthy to the consequences of these classifications. He insists, then, in the questioning of the pparently natural character, to the times exactly scientific, of these divisions. She is necessary to add the historical dynamics of the categories by means of which we are friction, identified, defined and situated in the social structure. This agreement will be favored when focusing, in the resume, the construction of the categories, when fighting for changing its meanings and guaranteeing space in the school and the classroom for the diversity. That is, Willinsky rejects the idea of that a truth, an essence or a nucleus in any category exist. It stimulates us it, in the different ones you discipline curricular, to become evident and to contest the historical construction of categories that have marked in them, as race, nation, sexuality, masculinidade, feminilidade, age etc.