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ABSTRACT
Although curriculum does not constitute in France a domain of study clearly identified and delimited among the field of educational studies, it has always been a matter of debate and forms at present the subject of interesting approaches by some researchers. Three aspects are reviewed in the present article: first, the question of curricula and syllabuses, their development and evolution in a context characterized by the weight of centralism and the importance of encyclopaedic ideals; second, the contribution of some sociological studies focusing on the analysis of educational content and practices; finally, the contribution recently made by some specialists in didactics and the history of education to a reflection about the specificity of school knowledge and culture.