POSTSTRUCTURAL AND DECONSTRUCTION THINKING IN POSTMODERN CURRICULUM. IMPLICATIONS FOR TEACHING AND LEARNING
POSTSTRUCTURAL AND DECONSTRUCTION THINKING IN POSTMODERN CURRICULUM. IMPLICATIONS FOR TEACHING AND LEARNING

Summary/Abstract: In this paper, we conducted an interpretative analysis of the impact of new approaches to curriculum theory and practice, as well as their effects on curriculum development in the current context of postmodernity as a historical epoch. These approaches are the result of new modes of thinking in which pragmatism, postmodernism, poststructuralism, and deconstructionism play important roles in redefining theory and practice. It became abundantly clear that a historical epoch that challenges all aspects and dimensions of life, with new explicative models that are sometimes completely different from those of the previous century, generates the reconceptualization of traditional concepts and even the development of new ones, with a clear impact on all dimensions of school, culture, and, of course, curriculum theory and practice. The big narratives are being critiqued, deconstructed, and revised for theoretical and practical purposes. As a form of generative interpretation of history, from difference to difference, constructing modes in which the knowledge can be contested or partial, delaying the meaning of things, there are numerous concepts that these new philosophies bring into the mainstream of academic debate, which can set a new scene for interpretation and action in the curriculum field and educational practice.

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