Study of prescribed curricular documents: (de)composing an investigation methodology

ABSTRACT This text exposes the methodology procedures adopted by a Research Program that analyzes prescribed curricular documents, also known as parameters, orientations, guidelines, references, programs and/or plans, produced by state and/or municipal education systems. The procedures are based on a version of the comparison method entitled comparative studies, which supports another representation, or another qualitative comparison design, by crossing the areas of comparative education, education history and sociology. The sources of investigation selected are dissertations and thesis. On the one hand, as they establish an expression of symbolic power, enunciation data, making see and believe, and confirming or changing the contents of the ‘curricular world’. On the other hand, as they provide a ‘powerful knowledge’, validated by the belief in the legitimacy of the choices and of the people who legitimize them, a belief whose production values academic studies on prescribed curricular documents. And, lastly, because reviewing curricular documents and writing dissertations and thesis are some of the actions developed by the members of the Program.