Didactics and Curriculum: questioning boundaries

Abstract

The article focuses on the differences and similarities between the disciplines of Didactics and Curriculum. It attempts to discuss what has been conceived as a discipline. It reviews studies that have examined the issue. It identifies the main themes that are being analyzed nowadays in the two fields, arguing that the limits between them are discursive constructions. It finishes by proposing a program of interference based on the dialogue between the two communities.