ABSTRACT
One of the main functions of education is the reproduction of society. As a result, the educational system tends to legitimize the ways of knowledge, the values, the language and the behaviours of the dominant culture (Sáenz 1988, p. 15). Schools and their syllabuses are therefore neither neutral nor passive; quite the contrary; both attempt to guide the behaviour of students by developing a conscience, a moral sense, and ultimately empowering them to reproduce received knowledge as a means of influencing others (Delpiano & Madgenzo 1988, p. 5; also see Podgorny 1994).
