ABSTRACT
The North American influence on the curriculum field in Brazil is emphasized in a number of studies (Cardoso, Santana, Barros, & Moreira, 1984; Ferreira, Domingues, Alves, & Carletti, 1985; Saul, 1988; Silva, 1988). The discipline curriculum studies, offered and taught in our teacher education courses, is indeed seen, in its early stages, as a copy of the technical approach to curriculum and instruction forged in the United States (Domingues, 1985). In synthesis, it is thought that curriculum theories and practices developed here illustrate a case of educational transfer, understood by Ragatt (1983) as a movement of ideas, institutional models, and practices from one country to another.
