This paper analyzes the influence of modern scientific rationality in curriculum options and, consequently, in the prevailing social representations about man and nature. To this end, the analysis articulates three conceptual fields: the social representation theory of Serge Moscovici, the critical and post-critical theories of curriculum and the complexity theory of Edgar Morin. In short, the reflections point out to the understanding that the social representations about the relationship man-nature found in the curriculum structures and, thus, in the established knowledge hold two correlated characteristics: dualism and the heritage of the modern canon of disciplines. Finally, the analysis seeks to evidence the ethical and epistemic implications of the dualist representations of the relationship man-nature for the contemporary pedagogical practices.
social representations; relationship man-nature; curriculum