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Educational policies present gaps and challenges in the face of democratic principles of equity and equality in realizing the right to education and lifelong learning. This issue is potentiated in the current historical moment in which we have great advances in the affirmation of rights and at the same time setbacks in the realization of these rights, for economic, political and cultural reasons. Basic education has been offered with approaches that favor students from socially and economically wealthier groups, directing students from the poorest social groups to educational pathways marked by failure. Such a perspective disregards democratic principles, by excluding issues that contemplate the social and cultural diversity of educational processes. In this direction we problematize the challenges of educational policies in face of the challenge to guarantee the right to education from the perspective of decolonial pedagogy. The discussion of the theme addresses the analysis of educational policies and social policy of the Community Service for Strengthening and Bonding-SCFV and field research data on expectations of rights and learning built by children and adolescents who participated in programs related to these policies. The study shows that the realization of public policy purposes requires intersectoral educational actions, adding efforts to educational and social policies.

Resumo In this text, we discuss the right to diversity in the curriculum, considering it as a course of identity formation and guarantee of rights, through practices that dialogue with equality and difference through interculturality. The dialectical method is based on the establishment of the dialogical relationship among traces of theoretical studies, public policies and perceptions of curriculum subjects in the perspective of cultural studies. With this in mind, we bring together the voices of students and teachers on one of the traces of diversity, the religiosity. Historically, it is about a theme that has been the source of fierce disputes, even if the purpose of that debate was conciliation. The results point out to the permanence of the challenge of implementing the right to diversity in the curriculum, whose overcoming requires a fight for democratic principles with the support of interculturality, which can promote participation and recognition of equality and difference. Therefore, the right to diversity requires the practice of a type of pedagogy which favors access to borders in the challenged terrain of the curriculum, through fair cultural negotiations.