ABSTRACT
This article analyzes the theoretical and methodological perspectives of the coordinators scientific production Work Group 12 (Curriculum) of National Association of Graduate Studies and Research In Education (ANPEd) (2000 to 2010) and the impacts of this production on the scientific papers published in the GT. We have found in Bourdieu (1983, 2004) the approach to the achievement of the analysis. The majority of the scientific production examined has a post-critical perspective as a frame of reference. In this scientific field - asymmetrically organized and structured by groups with greater or lesser social capital and, therefore, in constant dispute for scientific hegemony - this perspective reached considerable acceptance in the analyzed period. The analysis allowed us to conclude that the GT coordinators are references to the field, influencing the development of new researches that oxygenate the production of knowledge.
KEYWORDS:
curriculum; scientific production; scientific authority