O O campo educacional brasileiro – o universo das presenças ausentes: análise crítica do currículo prescritivo e a invisibilização dos sujeitos alunos em seus contextos situacionais.

This study, based on our educational practice in the Pedagogy course at UERGS - Cruz Alta/RS, investigates the phenomenon of "absent presences" in Brazilian education, a result of the persistent hegemonic and Eurocentric conception inherited from the colonial past. This conception, materialized in prescriptive curricula, excludes knowledge and cultures from the country's rich diversity, perpetuating inequalities and limiting the construction of an inclusive cultural identity. The research problematizes the invisibility of social contexts and practices in the formal curriculum and its relation to the fragility in teacher education. To understand this scenario and seek transformations, we revisit Honneth, Arendt, and Foucault. Honneth, with his theory of recognition, questions whether Brazilian education, marked by inequality, promotes the mutual recognition necessary for the formation of autonomous citizens. The methodology includes documentary analysis and pedagogical dialogues with students, highlighting the need for a critical and contextualized approach that promotes the inclusion of diverse knowledge. For quality education, we advocate the integration of cultural plurality in the curriculum and a counter-hegemonic pedagogy that considers the students' context. The fragility in continuing education hinders the overcoming of the hegemonic conception, limiting critical reflection on the curriculum and power relations. Investing in continuing education, with an emphasis on dialogue between theory and practice and on teacher autonomy, is crucial to build a more just and democratic school. Keywords: Education; counter-hegemony; exclusion; social inequality; subjectivity.