Curriculum and Cultural Policy of Evaluation

Abstract

Based on the foucaultian perspective and cultural studies, this paper specifically applies relations between curriculum, culture, school knowledge, identity and power, by analysis of the evaluation mechanism of descriptive expert opinions produced at an elementary school, describing their strategic functions in the cultural policy of school-childhood and school knowledge. It presents several conclusions which allow one to suspend this school cultural policy mechanism so as to permanently question the thought systems and problem forms of social experience in which we find ourselves.