Abstract
ABSTRACTAlthough curriculum does not constitute in France a domain of study clearly identified and delimited among the field of educational studies, it has always been a matter of debate and forms at present the subject of interesting approaches by some researchers. Three aspects are reviewed in the present article: first, the question of curricula and syllabuses, their development and evolution in a context characterized by the weight of centralism and the importance of encyclopaedic ideals; second, the contribution of some sociological studies focusing on the analysis of educational content and practices; finally, the contribution recently made by some specialists in didactics and the history of education to a reflection about the specificity of school knowledge and culture.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
