In this paper my focus centres on the concept of equivalence as reaching certain predetermined goals. My point of departure is the Swedish school system. However, management by objectives and results is put into practice in several western countries and is also in line with the Open Method of Coordination (OMC) directed by EU. My research question is: In what way does the management by objectives and results influence the view of knowledge and learning in schools? My aim is consequently to discuss possible implications of the view of knowledge in relation to a specific interpretation of the concept of equivalence, namely equivalence as goal fulfillment. My theoretical framework is based in a pragmatic view of language as a way of acting in the world, not as describing a world from a point outside. I also agree with Biesta & Burbules (2003) in their interpretation of a "pragmatist way" of educational research as a inquiry, there educational aims should be an integral part of educational research because both means and values need to be examined in dealing with the question of not only whether something is possible but also whether it is desirable. Further, I make references to Cherryholmes' (1988) use of discourse theory and construction/deconstrucrion attitude to curriculum research as well as to the speech act theory of Searle (e.g.1969) and Skinner (1988). In accordance with Englund (1990, 2005) I relate this paper to a possible "third stage" of curriculum research. An overall theortical perspctive within such a stage is to regard the norm of education and curricula as conflicts and disagreements between different social forces. Hence, the curricula can be viewed as compromises which are possible to interpret in different ways and therefore open for choices. In my inquiry I have made an text analysis of the concept of "knowledge" in "Skola för bildning" SOU 1992:94 ("A School for Bildung?" from the Comission of Curriculum in Sweden, 1992 ). I identified three competing concepts of knowledge, which I followed in national and local curricula within the subjects of Civics and Swedish for the nine-year compulsory school.I have identified three main concepts of knowledge from the report "Skola för bildning" SOU 1992:94, the report from the Swedish Commission of Curriculum 1992. The report constitutes a base for the present Swedish curricula. My conclusion is that you can talk about the following competing concepts of knowledge: an essentialistic concept, a concept of meaning and a result oriented concept. But how do these different concepts manage throughout the national and local curriculum? My thesis is that the resultoriented concept tends to dominate while the concept of meaning tends to remain weaker.Biesta, Gert J.J & Burbules, Nicholas C. (2003): Pragmatism and Educational Research. Oxford: Rowman & Littlefield Publishers. Cherryholmes, Cleo H (1988): Power and Criticism. Poststructural Investigations in Education. New York:Teachers College Press.Englund, Tomas (1990): On the way to a pedagogical dynamic analysis of the content. In Research of Education 17(1), p. 19-35. Englund, Tomas (2005): Is there a future for (Swedish) curriculum theory? Key note adress for "Curriculum Theory Revisited" in Uppsala, Sweden, August 26-27, 2005. Searle, John R (1969): Speech Acts. Cambridge: Cambridge University Press. Skinner, Qentin (1988): 'Social meaning' and the explanation of social action. In James tully, ed: Meaning & Context. Qentin Skinner and his Critics, p. 79-96. New Jersey: Princeton University Press. Wahlström, Ninni (2002): On the Shift of Responsibility for Compulsory Schooling. The Path to Management by Objectives and Results and some of its Consequences. Örebro: Örebro Studies in Education 3. Wahlström, Ninni (2007): After decentralization. Delimitations and possibilities within new fields. In Journal of Curriculum Studies (coming)My paper is a chapter in a coming anthology and a part of a coming monograph