Universidad Regional Autónoma de Los Andes - Extensión Santo Domingo
Abstract
ABSTRACTAfter a few decades in which both the curriculum theoretical discussion and the curriculum organization in Brazilian schools were predominantly characterized in the direction of diversity, differences and singularities, last and present year’s debate were marked by the resumption of a discussion on a common national basis. In this essay, we argue that the official documents of the Brazilian National Common Curricular Base are the result of perspectives that attribute the status of science to the field of education – and its association with reality and truth. The analysis undertaken was based on categories such as discourse and enunciation, prominent in the current international theories on curriculum.KEYWORDS: curriculum; educational policy; philosophy
