The Hidden Curriculum in higher education: Implications for vocational training

Abstract

The research examines the impact of the hidden curriculum on the perception of teachers in higher education in Sao Paulo, Brazil. It highlights the importance of the formal and hidden curriculum, transmitting values, norms and beliefs inadvertently. The methodology adopts a mixed approach, combining quantitative and qualitative elements. The quantitative evaluation reveals a positive perception of teachers on the connection between the curriculum and social reality, the inclusion of cultural diversity and awareness of power structures. However, areas of opportunity are identified, such as the promotion of intercultural respect and the explicitness of power dynamics. The inadvertent transmission of ethical values shows a moderate perception. The qualitative results enrich these perceptions by providing concrete experiences. In conclusion, the research highlights the complexity of how the hidden curriculum influences the formation of ethical values and the need for specific improvements to address the identified gaps in higher education.