Abstract

THIESEN, Juares da Silva. School curriculum and the end of pedagogic utopias: dystopia or a repositioning of investments?. Rev. Diálogo Educ. [online]. 2017, vol.17, n.54, pp.1313-1333.  Epub Feb 26, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.17.054.ao02.

This article is organized in the realm of the research group in curriculum and analyzes the relationship between curriculum, utopia and future. It is based on references from the foundational and post-foundational thinking approaches - two theoretical matrixes based on which significant conflicts have been waged in the human sciences in general and in education in particular. The problem that is raised is if we are living in a time of pedagogical and curricular dystopia due to the emergence of approaches that defend the end of metanarratives and of projects for the future in education, or if there is a repositioning of investments to maintain the current educational model. Initially, elements of the pedagogical utopias are presented that strongly mark modernity by the hegemony of foundational thinking and the place of the curriculum in this scenario. The paper then discusses aspects of the post-functional dimension in education and its influences on the field of curriculum, especially the elements raised by post-structuralist theories. Finally, it affirms that current bourgeois society is experiencing an accentuated foundationalism in the realms of educational and curricular policies and in the forms of evaluation of the results of school learning. Therefore, there is no evidence of a pedagogical dystopia.

Keywords : Curriculum; Utopia; Future; Dystopia.

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