Mariana, Fernando BonfimMedeiros, Marcossuel2016-01-272021-09-222016-01-272021-09-222015-12-03Medeiros, Marcossuel de. Um olhar crítico sobre currículo : um estudo do currículo no contexto de instituições escolares do município de Caicó RN. Caicó: UFRN, 2015.https://repositorio.ufrn.br/handle/123456789/37781If we stop a moment to think and reflect on our behavior - socio-cultural, political and ideological - will not be difficult constatarmos categorical evidence that, generally, we are always following guidelines and / or deliberations by an established curriculum. The political and ideological implications of the curriculum in our daily lives are so constant that, in a way, many of us have the We embrace a natural or naturalized way. Our main intention when conducting this investigation relates to join forces in trying to understand the curriculum and therefore its embodiment in the school curriculum, as fertile ground of ideas and actions and their training implications: educational, political, ideological and social intentionally planned in the educational everyday and hence in social reality. Reflect the curriculum is questioning him and question him is to formulate assumptions to try to understand it. Thus, it is reflect on what knowledge should be confirmed as "true" in order to be produced, reproduced or taught? The answers to these questions are somewhat complex, but you can point out that they are precisely guided by parameters of knowledge, identity and power. Reflect the curriculum is, therefore, reflect about ourselves, our condition of being subject to any specific historical context. We recognize that although late, discussions on curriculum, and any other critical and analytical reflections concerning the same, highlighting its contradictions - philosophical, political, educational and ideological - considering the educational phenomenon in dialectical, complex perspective, are valid and well -vindas dialogue. We are discussing curriculum in its broad sense, with regard to a fruitful and formative field of ideas and actions - educational, political, ideological, economic and cultural, among others - with their implications in the context of socio-educational reality. However, for research purpose, we will consider curriculum in its embodiment in the school curriculum, ie the selection perspective, prescription and systematization content as constituent elements of guiding proposed curriculum of the educational process of teaching and learning of school subjects. Work because, to situate curriculum as the "subject matter" in the context of scientific research therefore subject to analysis, criticism, negation, affirmation, (re) signification, finally, reflection on how is given its essence training in the current political and educational environment, specifically in curricular educational reality, the city of Caico-RN. Did not want to specifically point in the monograph, what is / is right and what is / is wrong; or what is / is proper and what is / is inappropriate, particularly as to the selection of content covered during the training process of students. And subsidized by the results of data analysis raised at the time of field research; and the other elements guided by the monograph, stated that in the circumstances considered in this investigation does not occur a systematic, reasoned intentions that aims planned training with character of autonomy / human and social emancipation. Therefore, due to our attempt to cast a critical eye on the curriculum: a curriculum of study in the context of educational institutions in the city of Caico-RN, (re) We kept watch over this context does not present systematic training guidance aimed at autonomy / human emancipation and social of the student.openAccessCurrículoEducaçãoRelação de poderProcesso de formaçãoEmancipação humana e social.bachelorThesis