RELATIONS BETWEEN CURRICULUM AND KNOWLEDGE FOR CURRICULUM AND CULTURE

some notes on such movements

Abstract

This is the analysis of the text Inquiries about the curriculum: Curriculum, knowledge and Culture, which is one of the five notebooks organized by the Ministry of Education (MEC) in 2007. The document authored by Antonio Flávio Moreira and Vera Candau, aims, like the other notebooks, to create debates, questions and reflections in the education systems, regarding the conception of curriculum and its developments. In the document analyzed, the authors note that the concern with the curricular issue moved from the relationship between curriculum and knowledge to curriculum and culture. This concern materialized after 1990, where it became the topic of discussion at various conferences developed by international organizations, including the World Bank, which prompts us to ask: What is the concern with the educational curriculum? and what conception of knowledge, culture and curriculum are being defended in this instruction perspective? To respond to these concerns, we use the Historical-Critical Pedagogy as a contribution to the analysis of the conceptions about curriculum, knowledge and culture pointed out in the base text. We emphasize that our defense is based on man's ability to learn to feel, think, evaluate and act, and not simply to adapt to the current system, arguments observed between the lines of these guiding documents.