School curriculum: cultural selection and didactic redesigning

Abstract

Currently, in Brazil, the field of curriculum studies is strongly consolidated, counting groups of work and study, academic meetings, scientific magazines and research lines in Post-graduation programs in Education field, besides an increasing number of publications. Today, there seems to be accordance in divide the lines of thoughts about the curriculum into three different theoretical-methodological and ideological perspectives: traditional theories, critical theories and post critical theories of the curriculum. The aim on this study is to specifically think over the main categories and authors of the critical curriculum theories.  Therefore, it starts from a theoretical critical perspective of the curriculum, which comprehends it as a negotiated social construction, entangled in power relations. It is highlighted the importance of continuous investments in research about the History of the curriculums and school subjects, in order to comprehend how they were socially built in each historical, social, political and cultural context from different countries and in different temporalities.