The policy of transfer of curricular reforms between Spain and Brazil. Towards the psychologization of education

Abstract

In order to adapt the organization and functioning of the educational system to the constitutional requirements derived from the document of 1978, the Spanish educational reform of the 1980s and 90s went beyond the national borders encompassing international spaces. In its broad and firm expansion to different countries of the Latin America orbit, we want to show how it had a special impact of the reform of the Braziliam education agreed in the nineties reflectting on its development, especially, in PCNs (National Curricular Parameters). We approach this analysis, derived from the application of the Systematic Literature Review method, when which anticipate of high value and interest, from a threefold dimension that seeks to investigate the influences of spanish educational policies on Brazil. Firstly, we make use of the essential and classic contribution on school culture made by Professor Escolano (2000). Secondly, we advance until we approach curriculum design (whats we understand as "the discurse") And its consequent projection. And, finally, thirdly, we analize the tensions between psychologists and pedagogues both in interpretative and academic terms that were illustrated in conferences, congresses, seminars and, of course, in the publication of books, articles and reports.