The tension between curriculum and pedagogical innovation

Abstract

Based on the experience, since 2003, of the coexistence of two lines of research, one in Curriculum and the other in Pedagogical Innovation, of an Education Research Center, leading to two PhDs with different specialties, the article aims to understand the tensions between them, from a power relationship perspective, from the affirmation of the Curriculum at the dawn of modernity, to the decline of the technological Curriculum, through critical theories, and the emergence of Pedagogical Innovation, in the concrete and in the lived, leading to the extinction of existing Doctorates to give way to a single one, called “Curriculum and Pedagogical Innovation”. In a time of paradigmatic transition in our contemporary times, marked by complexity and relativization, the article reflects on the need for dialogue between these two forces and the advantages of a complementarity in tension of macro and micro approaches in the research of Education, given its irremediably complex nature.