Curriculum and education of young and adults: the space of power-knowledge

Abstract

The curriculum establishes some sort of knowledge to be priority respecting to others, such as the World view and Human view, and which "truth" it should proclaim. The curricular theory gives epistemological support whereat the curriculum will actualize through the curricular policies that, for its turn, will make viable the proposal of the curriculum, with actions and documents in macro and micro level. In the classroom the curriculum operates by settling roles and relations between teacher and students, it validates certain knowledge in spite of others, and also it includes certain individuals while it excludes other ones. We understand the curriculum as a trajectory that involves the entire dynamic in and for the school, in order to produce identities and subjectivities. In this study, as an objective, we try to problematize the curriculum field, focusing specifically on the education of young and adults in a pos-critic view. In this perspective, the Education of Young and Adults begins to be perceived as an education in terms of cultural political field, a space of power-knowledge that produces different identities