Pedagogical innovation and curricular orthodoxy

From a definition of curriculum in a broad sense, and having as a reference recent events in Portugal, the article discusses the impossibility of the curriculum can be a source of transgression, because it is, on the contrary, a source of sameness and orthodoxy. Moreover, the article rejects that curricular innovation and pedagogical innovation are equivalent expressions and equally rejects that the operationalization of the curriculum at the school level through practices of curriculum development can be or can lead to curriculum innovation. In contrast, relates pedagogical innovation and heterodoxy, whose probability is much higher outside the school, which is a space colonized by the curriculum.