Currículo e currículo oculto: aproximações teóricas e desafios atuais da educação

Abstract

This research aims, through a theoretical essay, to analyze the hidden curriculum and the formal curriculum, as well as their theoretical approaches and current challenges for their implementation in the current educational context. For the development of this study used a bibliographical research in relation to theme, object of study, that is, the methodological treatment of the research consists of be a bibliographical review of the literature. Given the findings, it was observed that the curriculum is a field permeated by ideology, culture and power relations, being This is the dissemination of ideas that transmit a vision of the social world linked to interests of groups located in an advantageous position in social organization. In other words, it is one of the ways in which language produces the social world, and therefore the ideological aspect must be considered in discussions about curriculum. Curriculum it is also inseparable from culture. Both traditional educational theory and critical theory see the curriculum as an institutionalized way of transmitting the culture of a society. The hidden curriculum, on the other hand, constitutes the influences that affect the student learning and teachers' work, representing everything that students students learn daily through various practices, attitudes, behaviors, gestures, perceptions, which prevail in the social and school environment. The curriculum is characterized as hidden because it does not appear in the teacher's planning, however, a curriculum does not arise out of nowhere, but from a social need and mainly economic and cultural. To this end, curriculum experts point out that the term curriculum is a polysemic term, meaning that the curriculum conveys a notion subject to ambiguity and diversity of meanings.