Curriculum and Youth and Adult Education: Power/Knowledge Space

Authors

  • Elizabeth Gottschalg Raimann Federal University of Goiás

DOI:

https://doi.org/10.11606/issn.1980-7686.v8i1p110-123

Keywords:

Youth and Adult Education, Curriculum, Power/Knowledge

Abstract

Curriculum establishes which knowledge is prioritized, such as that regarding views on the world and humanity and which “truth” to proclaim. Curricular theory gives epistemological support to what the curriculum will do through the curricular policies that will make viable the curriculum proposal, through holdings and documents at the macro and micro level. In class the curriculum fulfills certain roles and relationships between teacher and students and validates some knowledge while invalidating others, including certain individuals and excluding others. We understand curriculum as a trajectory that involves the entire dynamic in and for the school, in order to produce identities and subjectivities. The objective of this study is to problematize the curriculum field, focusing specifically on the education of youth and adults from a post-critical viewpoint. From this perspective, Youth and Adult Education begins to be perceived as a form of education in terms of the cultural political field: a space of power/knowledge that produces different identities.

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Author Biography

  • Elizabeth Gottschalg Raimann, Federal University of Goiás
    Institute of Instruction: Federal University of Goiás

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Published

2014-06-29

Issue

Section

Não definida

How to Cite

Raimann, E. G. (2014). Curriculum and Youth and Adult Education: Power/Knowledge Space. Acolhendo a Alfabetização Nos Países De Língua Portuguesa, 8(14), 110-123. https://doi.org/10.11606/issn.1980-7686.v8i1p110-123