This article analyzes the national scientific production on Open Educational Resources (OER) in the context of Brazilian high school education, based on the principles of curricular justice. The research is qualitative and bibliographic, with articles published between 2014 and 2024 composing the corpus, aiming to examine the meanings attributed to OER and discuss their potential and limitations for building fairer curricular practices. Thematic analysis was adopted as the technique, allowing the identification of recurrent issues in the studies. The findings indicate that OER foster a culture of openness, favor (co)teaching authorship, connect with cyberculture, stimulate collaborative practices, and promote student protagonism, but lack deeper discussions on distributive justice and the fight against inequalities. It is concluded that the debate on OER needs to advance to incorporate broader social and political dimensions, moving beyond merely technical and instrumental approaches.