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This article looks at the challenges of incorporating cooperative education in the elementary school curriculum in Brazil. Based on various academic works, the author asserts that this inclusion, if it happens, will facilitate social integration and provide cooperatives with greater recognition and visibility. The author presents the main characteristics of the historical-critical pedagogy, which seems to him best suited for transmitting and assimilating cooperative education. He shows the work done by the Organisation for Brazilian Cooperatives on incorporating cooperative material in the national curriculum. Lastly, he discusses the political changes that have recently taken place in the country and the labour reform passed in July 2017, which could jeopardise this project.