History of school subjects: Others perspectives of analysis

Abstract

The objective of this paper is to identify analytical orientations and research methodologies used in the field of curriculum history, and more specifically, in the field of the social history of school subjects. This study is divided into three parts. The first part examines the theoretical presuppositions which underline processes of change in the historical evolution of school subjects. The second part discusses different perspectives of analysis based on the difference between formal and real curriculum. In the third part is argued that the "pedagogical transposition" can be a mean to understand curriculum changes, and so, the evolution of school subjects.