Knowledge of the Powerful: curriculum as specialist and expert knowledge, with strong disciplines and distinct subjects

Powerful Knowledge: advocates for a more fluid curriculum, key concepts in the national curriculum with autonomy for teachers or schools, with epistemological and political oppositions

Disciplinary Knowledge: curriculum is not as value free, not as objective and not removed from the reality

Localized/Experiential Knowledge: a strategy of globalization to undermine class consciousness and progressive politics, emphasis on experiential knowledge limits access to conceptual knowledge, needs for critical reasoning and political agency

Conceptual and Highly Literate Knowledge: helps students imagine the future

Propositional Knowledge: factual, 'knowledge that'

Procedural Knowledge: practical, 'knowledge how'

Knowledge of Acquintaince: direct, with a definite object, 'knowledge of'

Knowledge

Skills

Useful Knowledge: includes knowledge in the curriculum and everyday knowledge in an individual life

Powerful Knowledge: curriculum knowledge, implies transformation, empowerment and emancipation

Cultural Knowledge: should have a place in the curriculum, has therapeutic and exemplary purposes, and is selected from the society

Everyday Knowledge and Empirical Learning: spontaneous and empirical concepts from life, may also contradict with scientific concepts

Scientific Knowledge and Theoretical Learning: Analysis of the essential characteristics of objects and events. Need to be taught directly by teachers from school.

Legitimate Knowledge

Four Schools of Thought on Currciulum

Knowledge taught in the banking education

True knowledge co-constituted by students and teachers dialogically