This article, analyses historical processes of change in the curriculum paradigm in England on the basis of results of research projects carried out by the author over the last 20 years. The author's studies about the history of school disciplines permit us to recognise, amongst other characteristics, that the relation between prescriptive curriculum and the primary learning of a predetermined content is a game which is coming to an end. In the search for other analytical possibilities, it develops arguments which shape the beginning of a new specification for understanding the different dimensions of the field of curriculum and that is associated with narrative learning and with narrative capital, concepts detailed in the article.
curriculum; narrative; life history; history of school disciplines