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This paper presents a study on curriculum theories and their contributions to rethinking curricular configurations in Science Teaching. For this construction, we highlight the thematic approach as a guiding assumption understanding that it is a potentiating perspective in view of the limitations present in traditional curricula. Thus, the objective is to promote critical-reflexive analyses on the curricular field and its implications and possible interventions for Science Teaching. The work is a qualitative investigation of a theoretical and propositional nature. Among the results, we highlight ways to rethink curricular configurations based on the articulations of science, culture and art. As a contribution to the area, we propose dialogues that signal limitations and potentialities of this rethink, in view of educational purposes based on a more human and critical formation.

CAMINHOS PARA REPENSAR O CURRÍCULO ESCOLAR: OLHARES A PARTIR DAS ARTICULAÇÕES CIÊNCIA, CULTURA E ARTE