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Curriculum and power
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Autores
Orientador(es)
Resumo(s)
School has been an active force in legitimizing the dominant ideology and does it in name of the work
market. School, through curricula, has functioned as a company. It was this enterprise concept that lead
to the conception of objectives that are more interested in efficiency of a functional economy than in
critical thinking. This way, the economy replaces the democratic ideal in the cultural and educational
policies. This way the curriculum is seen as an unimportant technical issue and the objectives of
education are based on the professional demands.
In this light, the organization of the curriculum is based on a moulding process that is highly instructive
and final. Creativity and abstract capacity are considered useless because they are not considered
measurable behaviour that can be precisely defined and established. It is obvious that the technocratic
model does not include the humanistic and critical perspective of education.
Descrição
Palavras-chave
Curriculum Control Ideology Social reproduction Power . Faculdade de Ciências Sociais
Contexto Educativo
Citação
Rodrigues, L. (2013). Curriculum and power. In Livro de Atas da I European Conference on Curriculum Studies. Future Directions: uncertainty and possibility. (pp. 818-822). Braga: Universidade do Minho. ISBN: 978-989-8525-25-3.
Editora
Universidade do Minho