ABSTRACT
This text intends to discuss the multifaceted character of the curriculum in view of its contribution to the densification of discussions about schooling processes, notably for the centrality of knowledge. We argue that the curriculum is strengthened to the same extent that there is an adherence between naturalized knowledge and its “necessary, valid and useful” character. We also defend that technological advances, social practices and work dynamics have promoted important changes in curricular contents and in the reconfiguration of reading and writing teaching based on discourses marked by essentialisms. To this end, a particular relationship is established between the curricular structure and the demands arising from this industrialization process. Thus, we discuss how different conceptions of curriculum gain centrality in the field, such as technicality; Progressivism and the curriculum with an emphasis on knowledge. Finally, we consider that these theories circulate in the curricular field, as in curricular policies related to literacy, strengthening their adherence to knowledge, which, in turn, continues to be read as necessary, valid and useful.
Keywords:
Curriculum; Knowledge; Literacy; Discursive Perspective