Rodrigues, Liliana2024-08-092024-08-092013Rodrigues, 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.http://hdl.handle.net/10400.13/5802School 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.engCurriculumControlIdeologySocial reproductionPower.Faculdade de Ciências Sociaisconference object