Classical Studies, as a subject, has not been seriously presented in many schools until fairly recently. Britain initiated the introduction of Classical Studies to the school curriculum in 1974, and interest has continued to grow steadily in other countries like America, New Zealand, Australia and Canada. This thesis was started on the assumption that this entirely new subject could be introduced into the curriculum for standard six and seven pupils at South African schools, for reasons which will be given later. As work continued on the thesis, the 1985 syllabus for Latin lent it further impetus. Some of the implications of the new Latin syllabus will be considered in the conclusion (Introduction, p. 6)

This study examines the perceptions of a small group of primary school teachers from Gugulethu in Cape Town, of the various exhibitions and education services currently offered at the South African Museum. Their perceptions of proposed services are also examined in order to find out which of these proposals, as well as existing services, best meet the needs expressed by this group of teachers. An attempt was also made to determine their level of understanding of environmental education and awareness of environmental issues. This study suggested the need for greater emphasis to be placed on the 'hands-on' components of the Museum's education programmes. The need for syllabus related and enriching educational programmes and resource materials was also identified. In this regard, the exhibits perceived to be of greatest benefit to the pupils were those relating either to the syllabus or their culture, whilst exhibits seen to be 'out of the pupils' experience' (eg. Fossils) were perceived as unimportant. The teachers also epressed a strong desire for training sessions to be held at the Museum that would help them improve their knowledge of the displays and programmes. It was found that the teachers understanding of environmental education ranged from syllabus-related definitions to more holistic views. The environmental issues perceived to be of greatest importance were mainly social issues such as poverty, violence, child abuse and street children as well as water pollution and cruelty to animals. The production of posters and resource materials, drama, story-telling and programmes for parents were seen to be among the choices most favoured for the Museum to adopt in promoting environmental awareness in the community.

This research is an interpretive case study, which investigated the relationship between the development and use of the teaching and learning support material, “A Year of Special Days”. An in depth investigation was conducted in South Africa and Zimbabwe where developers and users of the booklet were asked to contribute their experiences with the booklet through questionnaires, semi-structured interviews and workshops. Developers contributed on the purpose for which the booklet was produced while the users explained how the booklet was being used in different contexts. The research also tracked the development and use of booklet in the Southern African Development Community (SADC) region through a workshop held at the Environmental Education Association of Southern Africa (EEASA) Conference in Lusaka, Zambia, in May 2005. Some personal interviews and informal encounters with people who have used it in the past and those using it now were also conducted at EEASA. This case study explored the axes of tension between the development and use of the resource material, “A Year of Special Days”, with the view to informing development and use of materials at the SADC Centre. A long-term intention is to use the framework developed, for similar work in the wider SADC region. The research recommended on how the SADC Centre can track the relationship between the materials developed at the Centre and their use in different contexts. The study established that the booklet “A Year of Special Days” was initially developed for informal education by faith communities mainly in the Anglican Church but turned out to be a resource more applicable for formal education mainly in the national school system of South Africa for environmental learning. That the resource material lacked effective monitoring support from the developers for the initial intended users where there was no formal education structure was an important link in materials development. It is important for resource materials developers to facilitate the participatory monitoring and evaluation of resource materials when they are in use. The study also established that SADC resources materials are easily adaptable and that the process of resource materials development offers important networking opportunities, which allow the adaptation and adoption of similar resource materials for local contexts. The booklet was adapted and adopted by at least eight countries in the form of a booklet, a calendar or a poster. This study provides some recommendations that may be used to guide the Southern African Development Community Regional Environmental Education Programme (REEP) to enhance processes in the development and adaptation of teaching and learning support materials by environmental educators in southern Africa.

The role of higher education in developing human capital and contributing to economic growth, competitive advantage and societal progress of any country is well documented. The direct link between the economic performance of a country and the level of education of its citizens cannot be repudiated. Furthermore, the demands of a growing economy, governmental pressure and the competitive international business environment have put pressure on South African businesses. This is aggravated by a “skills crisis” and the need to deliver more goods and services to increasingly more diverse customers. There is consensus amongst experts that the shortage of skills and high-level managerial human resources in South Africa constitute a major threat to the country’s future economic development and productivity growth. As the business world becomes increasingly sophisticated and challenging, so does the need to continuously review and assess the business qualifications that equip managers to cope with the challenges facing them. The competencies that come with a Commerce degree are relevant in every corner of society from managing successful private companies, public organisations, for governments to be able to contribute to the greatest good of society, to socially effective not- for- profit organisations. Despite the importance of a degree in Commerce there are some criticisms about the degree and Commerce graduates. The problem statement of this study is therefore vested in the continuum of praise and criticisms of Commerce graduates and the Commerce curriculum and, the reported imbalances between higher education institutions and the needs of the labour market. The question is whether such praise and criticisms are justified and whether higher education institutions specifically meet the requirements and expectations of both the graduates themselves and of business practice. The primary research objective of this study was, therefore, to obtain the opinions of Commerce graduates and Commerce graduate employers on the overall perception of Commerce graduates produced by a prominent HEI in the Eastern Cape Province in South iv Africa. To achieve this objective and based on in-depth analysis of secondary sources, two independent empirical surveys, aimed at two population strata were conducted, namely: • The Commerce graduates with known email addresses (N = 1 870) were extracted from the HEI’s alumni database. A total of 231 usable questionnaires were received from these Commerce graduates. • The employers with known addresses (N = 85) were extracted from the selected HEIs Career Centre database. A total of 47 usable questionnaires were received from the employers of the Commerce graduates. The main findings in this research pertain to aspects concerning core courses in the Commerce curriculum offered by the selected HEI, management skills and traits as required in the work environment, commerce curriculum outcomes and perceived experience as a student in the Faculty of Commerce at the selected HEI and Employer perceptions on the profile of the Commerce graduate. In this regard, the main findings are therefore summarised below: • Both graduates and employers assigned high relative importance scores to seventeen of the 19 core courses, supporting the multi-functionary interdisciplinary approach to the Commerce curriculum. Concerns were expressed by the Commerce graduates with the quality of tuition they had received in most of the core courses. Likewise, employers were not always satisfied with the Commerce graduates’ proficiency in some of the core courses, relative to the importance of core courses for running a business. • The Commerce graduates and employers strongly endorsed and supported the importance of the 43 management skills and traits in the work environment. Commerce graduates expressed concerns about the extent to which their management skills and traits had been developed through tuition. Concerns about the proficiency of the Commerce graduates in all the management skills and traits, relative to the importance in the work place, were conveyed by the employers. • On average the perceptions on the outcome of studies in the Faculty of Commerce were very highly regarded by the Commerce graduates. The highest mean score was for the item “Studying in the Faculty of Commerce contributed to an increase in my knowledge and abilities.”• The perceived experience of Commerce graduates as students in the Faculty of Commerce at the selected HEI was very highly regarded, implying that the selected HEI was meeting the expectations of its Commerce graduates. • Employer perceptions of what would constitute an ideal Commerce graduate were not fully met by the profile of the actual Commerce graduate from the selected HEI.

This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-13T18:37:28Z No. of bitstreams: 1 SILVA_Ribamar_2016.pdf: 17724137 bytes, checksum: 2f0900f217bd0268c52666457425e6cc (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-13T18:37:39Z (GMT) No. of bitstreams: 1 SILVA_Ribamar_2016.pdf: 17724137 bytes, checksum: 2f0900f217bd0268c52666457425e6cc (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-13T18:37:48Z (GMT) No. of bitstreams: 1 SILVA_Ribamar_2016.pdf: 17724137 bytes, checksum: 2f0900f217bd0268c52666457425e6cc (MD5) / Made available in DSpace on 2017-01-13T18:37:56Z (GMT). No. of bitstreams: 1 SILVA_Ribamar_2016.pdf: 17724137 bytes, checksum: 2f0900f217bd0268c52666457425e6cc (MD5) Previous issue date: 2016-02-18 / Não recebi financiamento / This study, conducted from bibliographical research with primary sources, deals with the relationship between curriculum and history of Physical Education in Brazil, in First Brazilian Republic (1889-1930) and Vargas Era (1930-1945) periods. Initially, it presents an analysis of the Comenius' Didactica Magna, Society of Jesus' Ratio Studiorum and Brothers of Christian Schools' Conduite des écoles chrétiennes, as historical landmarks of modern curriculum. Then it brings the debate about the Traditional, Critical and Post-Critical theories of curriculum, in particular, the brazilian's Physical Education curriculum. Further, based on authors of the curriculum field of study and using an historical perspective, it delimits the concept of written curriculum. Using that concept, it identified written curriculum manifestations in the concrete reality of Brazilian education. As it approaches the relationships involved in the historical production of the curriculum, it defines two temporal cut. The first, from Arthur Higgins' Compendio de gymnastica e jogos escolares publish (1896) to 1929, date in which the so-called French method was introduced in civil Physical Education, becoming mandatory in all educational institutions in Brazil. The second, Regulamento (N° 7) da Educação Física (Método Francês) publish (1932) until the year 1945, characterized by weakening of French doctrine and military ideas, which mark the end of the Vargas Era. Finally, it concludes that Higgins' Compendio is a watershed in the history of Brazilian Physical Education curriculum, because it has the kind of modern curriculum development, based in Traditional Curriculum features in development in the first decades of the twentieth century. This study also affirms that the Regulamento (No. 7) was produced in complementary relationship to the Revista da Educação Física, a fact that reveals one of the ways in which the curriculum of the Brazilian Physical Education developed in that historical period. / Esse estudo, realizado a partir de pesquisa bibliográfica com fontes primárias, trata da relação entre currículo e história da Educação Física escolar no Brasil, no período entre o início da Primeira República (1889-1930) e o final da Era Vargas (1930-1945). Inicialmente, apresentamos uma análise da Didáctica Magna de Comênio, do Ratio Studiorum da Companhia de Jesus e do Guia das Escolas Cristãs (Conduite des écoles chrétiennes) de João Batista de La Salle, como marcos históricos do currículo moderno. Em seguida, trazemos o debate acerca da teorização curricular Tradicional, Crítica e Pós-Crítica na educação em geral e, em especial, na Educação Física brasileira. Na sequência, com fundamento em autores do campo de estudos do currículo e direcionado pela perspectiva histórica, delimitamos o conceito de currículo escrito. Utilizando esse conceito, à medida que abordamos as relações envolvidas na produção histórica do currículo, identificamos manifestações do currículo escrito na realidade concreta da educação brasileira, permitindo a definição de dois recortes históricos. O primeiro, da publicação do Compendio de gymnastica e jogos escolares, do Prof. Arthur Higgins, em 1896 até o ano de 1929, em que o chamado Método Francês foi introduzido na Educação Física civil, tornando-se obrigatório em todas instituições de ensino no Brasil. O segundo, da publicação do Regulamento (N° 7) da Educação Física (Método Francês) em 1932 até o ano de 1945, caracterizado pelo enfraquecimento da doutrina francesa e do ideário militar, que marcam o final da Era Vargas. Por fim, concluímos que o Compendio de Higgins é um divisor de águas na história do currículo da Educação Física brasileira, pois a obra apresenta características do tipo de elaboração curricular moderna, notadamente daquela fundamentada na teoria do Currículo Tradicional, que se desenvolvia nas primeiras décadas do século XX. Afirmamos, também, que o Regulamento (N° 7) foi produzido em relação de complementaridade à Revista da Educação Física, fato que desvela uma das formas através das quais o currículo da Educação Física brasileira se desenvolveu naquele período.

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-16T15:16:07Z No. of bitstreams: 1 PEREIRA_Sara A_2016.pdf: 3505039 bytes, checksum: b1b04c4585f1b6d0862fa92a081b507d (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-16T15:16:16Z (GMT) No. of bitstreams: 1 PEREIRA_Sara A_2016.pdf: 3505039 bytes, checksum: b1b04c4585f1b6d0862fa92a081b507d (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-16T15:16:25Z (GMT) No. of bitstreams: 1 PEREIRA_Sara A_2016.pdf: 3505039 bytes, checksum: b1b04c4585f1b6d0862fa92a081b507d (MD5) / Made available in DSpace on 2017-01-16T15:16:32Z (GMT). No. of bitstreams: 1 PEREIRA_Sara A_2016.pdf: 3505039 bytes, checksum: b1b04c4585f1b6d0862fa92a081b507d (MD5) Previous issue date: 2016-12-15 / Não recebi financiamento / The development of this research, which has the object of study being the Curricular Matrix of Sorocaba's Education Municipal System sought through the documental analysis in a emancipatory education perspective. In this perspective the curriculum must be the way that builds the transformation possibility with the individuals. The concepts reviewed in this research were the ideology and emancipation, substantiated by the Critical Theory and the Humanizing Education. All of the concepts here introduced were discussed related to the Curricular Matrix of Sorocaba's Education Municipal System construction in order to analyse this document from a perspective of an education that effectively contributes to the emancipation of the individuals which is indeed committed to reality transformation. The methodology of this research sought to involve itself with the reality understanding, not a neutral understanding, but a ethically oriented one. To seek the answers for the research's problems, the document's analysis was created. The analysis took us to issues and discussions related with the theoretical foundations of this research and unveiling as for the ideological use of the emancipation concept. In the analysis it considered that by the use of the critical reading of documents which underlie education it is possible to realize the ideology diffusion, since a lot of documents make use of the emancipation concept in a ideological manner to mask its genuine conception, hampering the curriculum and education's understanding in a emancipation perspective. Many documents present a false speech of freedom and individuals emancipation, but if you read it critically and through the document's analysis, based on genuine references committed with the emancipatory education it is possible to reveal the intention of instill into the consciences false ideas for accepting things as they are, in other words, adjust men to the reality. The analysis developed revealed the ideological use and the ideological appropriation of the emancipation concept. / O desenvolvimento desta pesquisa que tem por objeto de estudo a Matriz Curricular da Rede Municipal de Ensino de Sorocaba buscou, por meio da análise documental, o estudo do currículo na perspectiva da educação emancipatória. Nessa perspectiva, o currículo deve ser o movimento que constrói com os sujeitos a possibilidade da transformação. Os conceitos estudados e aprofundados neste trabalho foram o de ideologia e emancipação, fundamentados por meio da Teoria Crítica e da Educação Humanizadora. Todos os conceitos apresentados foram discutidos em relação ao movimento de construção da Matriz Curricular da Rede Municipal de Ensino de Sorocaba, no intuito de analisar esse documento na perspectiva de uma educação que efetivamente contribui para a emancipação dos sujeitos e que é comprometida com a transformação da realidade. A metodologia deste trabalho de pesquisa envolveu-se com o conhecimento da realidade, não um conhecimento neutro e, sim, um conhecimento ético-criticamente orientado. Para obter as respostas aos problemas de pesquisa, foi desenvolvida a análise do documento em estudo. A análise levou a reflexões e problematizações relacionadas com os fundamentos teóricos deste trabalho e ao desvelamento quanto ao uso ideológico do conceito de emancipação. Na análise, considerou-se que, por meio da leitura crítica de documentos que embasam a educação, é possível perceber a difusão das ideologias, pois muitos documentos fazem uso do conceito de emancipação de forma ideológica para ocultar sua concepção verdadeira, dificultando a compreensão do currículo e da educação na perspectiva da emancipação. Muitos documentos apresentam um falso discurso de liberdade e emancipação dos indivíduos, mas quando realizamos uma leitura crítica e a análise do documento, tendo por base referenciais, verdadeiramente, comprometidos com a educação emancipatória, é possível desvelar a intenção de incutir nas consciências falsas ideias para a aceitação das coisas como são, da vida como ela é, ou seja, para ajustar os homens à realidade. As análises desenvolvidas desvelaram o uso ideológico e a apropriação ideológica do conceito de emancipação.

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-03-06T18:09:15Z No. of bitstreams: 1 SOUZA_Diogo_2015.pdf: 7314995 bytes, checksum: 35e01dfdc36f166116032feaeca6d24c (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-03-06T18:09:25Z (GMT) No. of bitstreams: 1 SOUZA_Diogo_2015.pdf: 7314995 bytes, checksum: 35e01dfdc36f166116032feaeca6d24c (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-03-06T18:09:32Z (GMT) No. of bitstreams: 1 SOUZA_Diogo_2015.pdf: 7314995 bytes, checksum: 35e01dfdc36f166116032feaeca6d24c (MD5) / Made available in DSpace on 2017-03-06T18:09:39Z (GMT). No. of bitstreams: 1 SOUZA_Diogo_2015.pdf: 7314995 bytes, checksum: 35e01dfdc36f166116032feaeca6d24c (MD5) Previous issue date: 2015-02-27 / Não recebi financiamento / This research's theme is ?The concept of educative praxis and educational praxis in the official curriculum of public schools in São Paulo? The process was initiated in 2008, but with initiatives started in 2007, the Paulista Curriculum is the third, out of ten goals, of José Serra's government which objective was, since then, to consolidate the public education in the state. In a coordinated action, the Secretary of State for Educational Affairs, the Regional Educational Departments and the schools, by the work of their supervisors, firstly started the implantation of this public policy. Considering this fact and others related to the matter, weaim at comprehending the impacts of the program "São Paulo Faz Escola",official curriculum for public schools of this state that guides the practice of teachers and supervisors, as the government has prepared the Supervisor Notebook, a role of rules to work well with the curriculum in the schools. To the analysis, we base our discussions on the theory of historical dialecticalmaterialism not only to criticize this model of education, but also to propose the overcoming of such model. / A presente dissertação traz como tema de pesquisa ?O conceito de práxis educativa e práxis educacional no Currículo Oficial das Escolas Estaduais de São Paulo?. Processo iniciado em 2008, mas com iniciativas já preconizadas em 2007, o Currículo paulista é a terceira das dez metas do governo José Serra cujo objetivo era, desde então, fortalecer a educação pública no estado. Numa ação conjunta, a Secretaria Estadual de Educação, as Diretorias de Ensino e as Unidades Escolares, por meio de seus gestores, primeiramente, iniciaram a inserção desta medida de política pública. Considerando-se esses e outros fatores que engendram a questão, buscamos compreender os impactos do Programa São Paulo Faz Escola/Currículo Oficial das escolas da rede estadual (pública) de ensino à ação docente e à ação dos gestores das unidades escolares, uma vez que para eles o governo destinou o caderno do Gestor ? um conjunto de diretrizes para o bom funcionamento do Currículo... nas escolas. Para tal análise, nos valemos do Materialismo histórico-dialético como referencial teórico-metodológico a fim de promover não apenas a crítica a esse modelo de educação, como também proporcionar uma superação do mesmo

Made available in DSpace on 2014-06-11T19:24:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-05-28Bitstream added on 2014-06-13T19:52:35Z : No. of bitstreams: 1 carnio_mp_me_bauru.pdf: 857878 bytes, checksum: f95ffbd1da1c9c59a37fee25ebe595ec (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A perspectiva CTSA (Ciência-Tecnologia-Sociedade-Ambiente) é recente as grades horárias de cursos de formação de professores de ciências no Brasil e propõe maior articulação do conhecimento científico com questões subjetivas que constituem a ciência, e, a partir deste raciocínio informal, possibilita o desenvolvimento de situações ensino que priorizam a discussão da natureza da ciência e suas implicações nas questões sociais e ambientais. Temáticas que possibiltam essas discussões no ensino são denominadas Questões Sociocientíficas (QSC). Neste trabalho, nos fundamentamos em pensdores críticos como Theodor Adorno, Paulo Freire e Henry Giroux na busca por uma melhor compreensão de como licenciandos de Biologia de uma universidade pública do Brasil lidam com a perspectiva CTSA e desenvolvem práticas de estágio segundo as QSC, procurando analisar como atribuem signficados e lidam com os momentos de estágio nos quais devem fazer a ponte entre os (distanciandos) conhecimentos científicos e os pedagógicos. Por meio da análise de conteúdo de Bardin, analisamos relatórios, falas e entrevistas de Gruco Focal de três grupos de licenciandos. Deixamos como apontamentos finais as grandes limitações impostas ao tratamento das QSC na formação de professores, entre elas o tempo escasso, dificuldade de constituir uma QSC e imprevistos no ambiente escolar; ao mesmo tempo, procuramos apontar seu potencial para o desenvolvimento de características de autonomia e emancipação dos futuros professores no que se refere a um posicionamento de transformação social no processo educacional e uma visão mais crítica da ciência e tecnologia. Como críticas ao atual modelo de formação, identificamos que aspectos motivacionais, perspectivas tradicionais de ensino e questões curriculares... / The perspective STSE (Science-Technology-Society-Environment) was recently implemented in the training courses for science teachers in Brazil, and proposes greater coordination of scientific knowledge with subjective questions that constitute the science, and from this informal reasoning enables the development of teaching situations that emphasize discussion of the nature of science and its implications for social and environmental issues. Themes taht allow these discussions are referred in teaching socio-scientific issues (SSI). In this work, we have considered in critical thinkers such as Theodor Adorno, Paulo Freire and Henry Giroux in the search for a better understanding of how biology undergraduates at a public university in Brazil dealing with the perspective STSE practices and develop the second stage SSL, analyzing and how they assign meanings deal with the moments of the stage which should bridge the gap between (distant) scientific knowledge and teaching. Through content analysis of Bardin, analyze reports, speeches and focus group interviews of three groups of undergraduates. We left as notes final major limitations to the treatment of SSI in teacher education, including the limited time, be a difficult and unforessen SSI at school and at the same time, we point out its potential for the development of characteristics of autonomy and emancipation of future teachers in relation to a position of social transformation in the educational process and a more critical view of science and technology. As criticism of the current trainning model, which identified the motivational aspects, traditional perspectives of teaching and curriculum issues shown to influence characteristics of semi-erudiction possible in these future teachers, it is necessary to rethink bodies to enable the elucidation of the subject before the bonds... (Complete abstract click electronic access below)

Capes / A presente pesquisa pretende realizar uma análise crítica da problemática epistemológica moderna no campo educativo, com o recorte para os estudos da teoria curricular. A proposta empreendida foi de analisar a recepção do pensamento pós-crítico nos estudos do currículo, no intuito de compreender o campo de problematização filosófico educacional acerca da teoria crítica e pós-crítica no enfrentamento das limitações do projeto moderno. O projeto da modernidade se desenvolve tendo como referências a razão, o progresso, a emancipação e a liberdade, e deposita no sujeito a capacidade para confrontar a pluralidade dos sujeitos singulares a um conteúdo universal e objetivo. No entanto, a razão moderna assume um caráter totalitário que exclui aquilo que não enquadra em suas leis, e a multiplicidade da experiência, necessária à formação humana, é negligenciada pela cegueira do formalismo lógico. São inúmeras as críticas, questionamentos radicais que colocam sob suspeita princípios basilares, dentre eles, o da possibilidade de emancipação e do sujeito racional. A crítica se articula ao discurso pós-crítico, de deslegitimação dos metarrelatos pedagógicos modernos, que prescinde da universalidade e de qualquer mediação conceitual, se apoia na contingência, no efêmero, na multiplicidade, entendendo a realidade em sua constituição discursiva. A questão aqui levantada é que o discurso pós-crítico recai num irracionalismo inevitável, no “culto à imediaticidade irracional” (ADORNO, 2009, p.15), na esteira da instrumentalização da cultura, excluindo os potenciais críticos, na resignação a novas formas de dominação por detrás do discurso de liberdade, o que torna inconsistente sua recepção no campo educativo. Apresentamos a dialética negativa como opção metodológica para mobilizar o conceito de diferença, como suporte teórico mais adequado, que nos permite realizar uma leitura para além da singularidade absoluta do plano empírico. A dialética negativa pressupõe o movimento de confrontação do particular com a universalidade, para que os potenciais do objeto possam se realizar historicamente, para que a diferença e a multiplicidade da experiência, subsumidas pelo procedimento científico, possam emergir desse confronto. Trata-se de uma pesquisa bibliográfica. / The present research intends to carry out a critical analysis of the modern epistemological problematic in the educational field, with emphasis for the studies of the curricular theory. The proposal was to analyze the reception of post-critical thinking in curriculum studies, in order to understand the field of philosophical educational problematization about critical and post-critical theory in the face of the limitations of the modern project. The project of modernity is developed with reference the reason, the progress, the emancipation and the freedom, and places in the subject the capacity to confront the plurality of individual subjects with a universal and objective content. However, modern reason assumes a totalitarian character that excludes what does not fit into its laws, and the multiplicity of experience, necessary for human formation, is neglected by the blindness of logical formalism. There are innumerable criticisms, radical questions that put under suspicion basic principles, among them, the possibility of emancipation and the rational subject. Criticism articulates the post-critical discourse, the delegitimation of modern pedagogical meta-narratives, which dispenses with universality and any conceptual mediation, rests on contingency, ephemeral, multiplicity, understanding reality in its discursive constitution. The point raised here is that post-critical discourse falls on an unavoidable irrationalism, in the "cult of irrational immediacy" (ADORNO, 2009, p.15), on the field of the culture instrumentalization, excluding potential critics, resignation to new forms Of domination behind the discourse of freedom, which makes its reception in the educational field inconsistent. We present the negative dialectic as a methodological option to mobilize the concept of difference, as a more adequate theoretical support, which allows us to perform a reading beyond the absolute singularity of the empirical plane. The negative dialectics presuppose the movement of confrontation of the individual with universality, so that the potentials of the object can be realized historically, and that the difference and multiplicity of experience, subsumed by scientific procedure, can emerge from this confrontation. This is a bibliographical research.