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Problematiza aspectos da politica curricular, apresentando um estudo comparado entre duas propostas curriculares para as quatro primeiras series do ensino fundamental – os Guias de ensino para a escola primaria, editados pelo MEC em 1962, e as Propostas curriculares para o ensino de 1o grau, editadas pela Secretaria de Educacao do Estado de Sao Paulo (Seesp), em 1991, elaborados em momentos diferenciados da historia da educacao brasileira, com o objetivo de orientar a pratica docente e melhorar a qualidade do ensino publico. Destaca os pressupostos politicos, sociais, epistemologicos e didaticopedagogicos que nortearam as duas propostas, o significado politico como estrategia de controle do conhecimento, e assinala as implicacoes desses dispositivos para a pratica pedagogica e a profissionalizacao docente.Palavras-chave: curriculo; propostas curriculares; material didatico; curriculo das primeiras series do ensino fundamental.AbstractThis text analyses the curriculum policy aspects which were presented in a comparative study between two curriculum proposals for the first four grades of elementary school – The guides to elementary school teaching, edited by Ministry of Education and Culture (MEC) in 1962 and the Curriculum proposals for elementary school teaching, of the Sate of Sao Paulo (edition 1991) which were elaborated on different moments of the Brazilian education history, aimed at guiding the teaching staff in order to improve the quality of public education. The text highlights the political social and pedagogical principles in which the proposals were based. In addition, it analyses the political significance of the curriculum as well as it puts in evidence the implications of these proposals to pedagogical practices and the professionalization of the teaching staff.Keywords: curriculum; curriculum proposals; didactic material; curriculum of elementary school.

Guias curriculares: materiais de orientação docente ou de controle do Estado?