Power, pedagogy and control : selected aspects of curriculum in higher education in Brazil
This thesis is focused on the official processes to establish curriculum for undergraduate courses in Brazil. The investigation covers the colonial period to the present. The main argument of the investigation stresses that the formation and development of the processes to establish undergraduate curriculum in Brazil were and are an outcome of an interplay between state, academic and professional interests in curriculum. This interplay has varied over time and has differently affected specific undergraduate curricula, such as pedagogy and agronomy, processes which are illustrated in this thesis. The first chapter is an introduction to the thesis and presents the organizing ideas and the structure of the thesis. The second chapter begins with the colonial period and identifies the main background of curriculum for higher education in Brazil. The third chapter deals with the period 1930-1945, a period during which education became an issue of state and public concerns and the first Brazilian ideas about education and curriculum appeared. The fourth chapter deals with the period 1945- 1964, and on the elaboration of the first national law for Brazilian education and its curricular implications. The fifth chapter investigates the period 1964-1974, a period in which the government promoted a major reform in Brazilian higher education with important curricular consequences. The sixth chapter covers the period 1974-1985 and the transition to democracy which introduced new forces in the disputes over curriculum. The seventh chapter deals with period 1985-1994, a period of return to democracy and to civilian government. The conclusion of the thesis is offered in chapter eight.