Challenges to Curriculum Theory in the 21st Century: Thinking the School Beyond the Basics

Abstract

In this article, we operate in a post-structuralist perspective to question the logic that have sustained the control expectations articulated in educational and global discourses associated the idea of education as a place of change and social transformation. We understand that this logic is based on a priori grounds that we seek to question from a deconstructive attitude. We argue that the centrality assigned to knowledge is one of those grounds. A view of Knowledge that the educational discourses tend to attribute a dimension of positivity, of universality articulated to traits of realism and essentialism. From a discursive perspective, we argue that attempts to control, including those that support curriculum concepts as identity conditioning, are unproductive if we aim to a democratic project of Education. A project that we understand as a result of incessant process of negotiation that incorporates the differences that are expressed in particular demands.