Abstract

SANTOS, Adriana Regina de Jesus; LOPES, Rosana Pereira  and  COSTA, Rogerio da. Meanings related to social classes and power relationship present in the context of traditional and critical curriculum theories. e-Curriculum [online]. 2017, vol.15, n.2, pp.325-344. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2017v15i2p325-344.

This work looks at a bibliographical research developed with the purpose of identify and analyze, through curriculum theory, the meanings displayed with respect to social class and power relationship at school. Curriculum, social class and power relationship are the axis that will lead the analysis, having as the main theoretical references: Apple (1989, 2003), Sacristán (1999, 2000), Mcneil (2001), Marx & Engels (2006) and Silva (2010). Based on those productions, we try to evidence how social class and power relationship are constituted in traditional and critical curriculum conceptions. The study suggests the necessity of recognizing the curriculum as a territory of struggle, conflicts and contradictions that may, or not, confirm and legitimize a knowledge tending to favor the emancipation of the involved subjects in school processes. The research showed that the critical conception of curriculum favors the emancipation by legitimating the questioning attitude in the addressed actors of knowledge, present in school culture.

Keywords : School; Social Classes; Ideology and Power; Curriculum.

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