ABSTRACT
The identity of the subjects has to do with the fundamental issues of the curriculum, as much with what is hidden as what is explicit and, obviously, with questions of teaching and learning. Conditioned, programmed, but not predetermined, in the cultural frame we take advantage of a minimum of freedom to amplify that freedom. Thus, as François Jacob points out, through education also as a cultural expression, people can "explore, more or less, the possibilities inscribed in the chromosomes". The importance of the identity of each one of us as an agent, educator or learner, of the educational practice is clear, as is the importance of people's identity as a product of a tension-filled relationship between what people inherit and what they acquire. What is not possible, nevertheless, in this effort to overcome certain cultural inheritances that repeat themselves from generation to generation and at times seem to be petrified, is to cease to take their existence into consideration.
