CURRICULUM Y CONTENIDOS EN ESCUELAS DISLOCADAS: Análisis desde perspectivas poscríticas.

This work focuses on analyzing the ways in which the teaching of content embedded in a linear, progressive and encyclopedic logic is put in check due to the dislocation of school times and spaces as a result of the unpublished scenarios that the pandemic uncovers. The curriculum and the disciplinary organization of the contents are analyzed, showing its limits to a school that no longer has the spatial-temporal coordinates with which it was created as a device. At the same time, post-critical perspectives are used to deconstruct the hegemonic gaze that linear and encyclopedic content sequencing has in the school environment. Finally, some partial conclusions are presented for reflection.