Abstract

It can be said that the curriculum was the greatest passion of the exceptional intellectual and educational reformer, Cecilia Braslavsky. The selection and organization of knowledge for educational purposes, condensing relationships between society and education, attracted her natural inclination towards a broad and profoundly political understanding of knowledge and education. This approach to education, from the standpoint of society and culture, and based on the curriculum, was the key to her vision and the impact she made, first as an educational analyst and then as leader of an ambitious curriculum reform in her native country, Argentina, also with the limitations due to what can be considered after a decade as a certain degree of idealism regarding the realities and requirements of curriculum implementation. It is inevitable to consider that she, a little girl of the South—great lady of education 1 embodied universal tensions in the curricular change processes of our time in an extraordinarily honest and fruitful fashion.