Abstract:
The present paper proposes the researchers preoccupied with the
problem of curriculum a new vision on the field. It becomes possible by
introducing a new concept – currere – capable of revolutionizing the postmodern perspectives on curriculum. The concept gains the value of a
paradigm and represents a specific way of curriculum projection, realizing
and development. It represents a significant moment in the theory, practice
and curriculum area being known as Reconceptualism. This concept will
decisively influence the curriculum paradigm as it was launched by R. Tyler.
The author proposes, as a method of research in the area of curriculum
paradigm, a historical perspective which uses synchronic, diachronic and
hermeneutical strategies. The proposed perspective is based on ethical and
epistemological arguments. The longitudinal-historical approach eliminates
the excesses of those subjective modes or ideologies, making the objective
reinterpretations in the area possible. This approach leads to delimiting the
strong epistemic nucleus of curriculum theory, possible in the case of the
present theme. Reconceptualization presupposes a reflexive attitude which
tries to describe the curriculum as it is experienced and which has the
capacity of testing the conceptual schemes through the experience realized by
all actors of education.
