Curriculum, culture and knowledge: conceptions and inferences
DOI:
https://doi.org/10.15536/reducarmais.6.2022.2646Keywords:
Knowledge, Curriculum, Culture, TeachingAbstract
The objective of this article is to reflect on the relationships between curriculum, culture and knowledge, in order to understand the places they occupy in the field of curriculum studies and in the discussions of theorists who focus on the implications of this relationship for pedagogical practice. The theories developed about curriculum have discussed the curriculum, culture and knowledge according to the historical context and from different perspectives. Cultural studies enabled curriculum theorizations to conceive of knowledge and curriculum as cultural fields sensitive to power relations. We consider that there is no possibility for the school curriculum to exist without the influences of the cultural processes present in the contexts in which it is experienced. In practice, the relationship between knowledge and culture permeates all the linearities that the curriculum may present, such as: common base, diversified part and everyday practice in the classroom.
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Copyright (c) 1970 Rejane Aguiar, Natal Lânia Roque Fernandes, Patricia Ribeiro Feitosa Lima
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