The LYOTARD'S POST-MODERNITY (1924-1998) FOR THE THEORETICAL UNDERSTANDING OF THE CURRICULUM

Abstract

Postmodernity is a cultural and intellectual movement that spans various sectors. One of its primary influences originates from the crisis of modernity in the face of social advancements that occurred in the second half of the 20th century. This essay aims to discuss the use of Lyotard's postmodern literature for the theoretical understanding of a postmodern curriculum. To this end, the following works of Lyotard were utilized: "Discourse Figure" (2012); "Libidinal Economy" (1993); "Phenomenology" (2004); "The Postmodern Condition" (1998); "The Inhuman: Reflections on Time" (1993); "The Differend" (2011); and "Lessons on the Analytic of the Sublime" (1993). In summary, from a Lyotardian perspective, we can understand that postmodernity demands a reevaluation of education and curriculum formation, considering the diversity, technology, and fragmentation of contemporary society and knowledge. The idea of an "education for uncertainty" is understood, which considers the diversity and complexity of reality and helps students develop the ability to deal with uncertainty and ambiguity, valuing diversity, plurality and autonomy.