Globalization of school knowledge: genealogy and current problems

The globalization of school knowledge is as stale in the renovative didactic currents as scarce and doubtful have been their applications in the classroom. In this article we make an approximation to the sociohistorical genesis of the discourses and practical tentatives with the aim to confront the present of global treatment with a clear distance from their "internal truths" of psychopedagogic nature. We indicate, summarily, explanations that can be connected with the critical sociology and with the genealogical method about the changes and continuities of that old pedagogic tradition. We propose, finally, some ideas about conditions of the globalization of knowledge so that it acquires sense in the framework of critical didactics.