Abstract
Analyzing the school curriculum from a post-critical and multi-referential perspective is essential to understand the influence of movements that defend a neutral and impartial curriculum. These moves have significantly shaped official decisions about the curriculum. The aim of this article is to explore how disputes over curriculum definitions go beyond epistemological concerns, encompassing political aspects and power relations, and to assess the implications for Youth and Adult Education (EJA) and teacher training. It is a bibliographic and documentary research. The results suggest that curriculum development is influenced by external power dynamics and political decisions. It is necessary to integrate the continuous training of teachers to better meet the diverse needs of EJA students. Understanding the curriculum as a dynamic and contested space is crucial for effective educational practices. To create an effective and inclusive pedagogical model, it is essential to consider both the theoretical and practical aspects of curriculum development. Reflecting on and learning about continuing professional development for educators from a curriculum that responds to students' experiences and needs is vital to fostering a meaningful learning environment.
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