ABSTRACT
The aim of this article is to identify the relevant knowledge appointed to be developed on natural sciences and art in the elementary school. The research deals with the documental analisys of the National Curriculum Parameters of Natural Sciences and Art and of the two proposals elaborated by two Brazilian states. They were highlighting the information about the following aspects: the justification for the presence of the disciplines in the curriculum and the issues chosed to be taught. In the continuity, it was done the comparation between the ways of dealing with these aspects in these documents. It were used the concepts of recontextualization, and powerful knowledge, to analyze the data. The results suggest that the discussion about the curriculum uses to be more intense when we deal with a socially valorized knowledge - the science - than when we wonder about the formative potencial of arts.
KEYWORDS
curriculum; recontextualization; school knowledge