Multireferential curricula and teacher training

possibilities for today’s school

Abstract

Based on two research studies, this article explores the ethical, aesthetic, and political compositions that permeate the contemporary school curriculum. It employs bricolage as a powerful methodological resource, as it brings together diverse epistemological fields without losing theoretical and conceptual rigor. Through the conjunction of the two studies, one of a bibliographic nature that examined the constitution of multireferential curricula, and another that engaged teachers from a public school in conversation, it points to the importance of integrating accumulated study on the curriculum into the continuing education of teachers, broadening their possibilities for professional practice and their interactions with students. It concludes that multi-referential curricula and teacher training are possible paths for the contemporary school, forming critical and ethical subjects, capable of establishing relationships of acceptance and respect with themselves, with others, and with the world, in these times when productivity, individualism, and consumerism invade life and the educational field.