Resumo

HENNING, Paula Corrêa. O currículo nos atravessamentos pós-modernos. Educ. Puc. [online]. 2009, n.26, pp.43-52. ISSN 1519-3993.

Analyzing school curriculum, this article intends to sketch the curricular theorizations and its implications along history, announcing the crossings of a post-modern time. It seeks to question curriculum attitudes that favor thinking and action noticeably delimited, always seeking a standard for a subject, for practices, constituting a pedagogical duality that legitimates some actions in but not others. The purpose of this text is to investigate theorizations that constitute the understanding of curriculum. It draws on traditional theories, critiques, and post-critiques to identify studies about curriculum, especially in Brazil. In an attempt to be thought-provoking, it questions conceptions of critical theorizations in Education, and issues of knowledge and power in the contested territory of the school curriculum.

Palavras-chave : Education; Post-Modernity; Theories of Curriculum.

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