Abstract

DURLI, Zenilde  and  THIESEN, Juares da Silva. Is Powerful School Knowledge Dead?. Educação e Filosofia [online]. 2018, vol.32, n.64, pp.91-112.  Epub Sep 20, 2020. ISSN 1982-596X.  https://doi.org/10.14393/revedfil.issn.0102-6801.v32n64a2018-05.

The objective of this article is to discuss and analyze concepts about school knowledge, especially concerning the problematic of their signification in terms of value and functions attributed by the distinct theoretical perspectives from the field of curricular studies. We (re)affirm that different perspectives mobilize and or fix distinct meanings for this concept and have consequences in school contexts where the subjects of the curricular practice act. Supported by this supposition, we recognize that at the gap between a dead knowledge and powerful school knowledge there are countless possibilities for valorization as establishment of meaning, which are strongly associated to how the subjects operate in the processes of signification and closing of their concepts, and in the correlation of forces that are established in multiple contexts of definition of curriculum practice. Therefore, this is a theoretical study based on the scientific production of the field of curricular theories in general and the sociology of curriculum in particular.

Keywords : Curriculum; School knowledge; Policy; Powerful knowledge.

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