This article is inserted in the field of discussions about curriculum and curricular policies-practices and aims to understand the dimensions of hegemonization of curricular policies in current scientific productions. We dialogued with authors such as Araujo and Lopes (2021) and Frangella (2021), for the understanding the curriculum as a space for negotiating meanings, which is precarious and provisional. The analysis took Discourse Theory as a theoretical-methodological lens (Laclau; Mouffe, 2015). From data analysis, we identified the curriculum as a field of political disputes, crossed by a hegemonic dimension that seeks a social order. In this way, the common curricular bases operate in a logic of approximation with the business perspective, producing effects for the teaching-learning process. However, contrary to attempts at stabilization, the daily school life is crossed by other discourses, producing new meanings and ways of creating an another curriculum