This research brings to light the main discourses that circulate in the Biology Education field. The aim is to relate them to the production of curriculum policy, based on the 'policy cycle approach' formulated by Stephen Ball and the understanding of the disciplinary community and the school disciplines grounded on the works of Ivor Goodson. The investigation was based on the analyses of communication presented in the main national Biology Education events. Trough these papers review, which in the most part were written by teachers of Basic Education, we conclude that most of the discourses presented in the official documents of curriculum policy include the practice context; also, discourses from the documents are incorporated to teachers' practice. The study recognized how the curriculum policies are a product of several contexts, result of discourses circularity. The research also aimed to understand the hegemonization process (Ernesto Laclau) in the curriculum policies.
Curriculum policy; Disciplinary community; Biology Education; Integrated curriculum