CURRICULUM

From the theoretical debate of the approximations and tensions of traditional theories to post-critical theories

Abstract

The main objective of the present study is to understand the theme of school curricula through a theoretical analysis, focusing on the epistemological influences that have shaped the field of Education Sciences. The methodology adopted encompasses a theoretical approach, a comparative analysis of different schools of thought and their implications in the authors' works, as well as a critical discussion of such influences. Additionally, the study seeks to investigate and analyze how the construction of these theories directly influenced the practical development of school curricula, from their epistemological roots to their manifestation in educational theory. The results and discussions revealed significant transformations in perceptions between the Traditional Theory of curriculum and Critical and Post-critical Theories. Critical Theory emerges as an ideological challenge to Traditional Theory regarding curriculum, while Post-critical Theory focuses on the question of the purpose of teaching, highlighting individuals as protagonists of the curriculum and expanding the discussion of critical theory. It is concluded that there is no absolute definition of curriculum, requiring a historical approach due to the temporal nature of theories, which reflect the reality and culture of each era and provide various definitions of curriculum in different historical moments.