Why education and culture?
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2006 |
| Outros Autores: | |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Cadernos Cenpec |
| Texto Completo: | http://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/162 |
Resumo: | This text discusses the relationship between education, culture and cultural heritage. In this case, the term "culture" refers to different phenomena, all connected to ways of existing among countless human groups, ways that are specific and different from each other. Two features of cultural life are highlighted: that human life only occurs within a given society and that the society is logical and historically precedes its individuals. The concept of education is broadly understood, covering various processes that human groups create in order for new generations to gain knowledge that is valued socially. Modern societies have chosen the school as a special space for educational activity; however, throughout life, different types of knowledge are learned that are important for realization of cultural life. The term "cultural heritage" concerns the legacies of previous generations that are attached to the lives of others; there is a selection of elements from nature, from material culture, from know-how, that are used to define what it is that comprises a group's cultural heritage. The text concludes that, both from the aspects of a social life significantly impacted by writing and in a social life where this knowledge is traditionally conveyed orally, there is a heritage that we should appropriate. Working with culture implies considering processes of production, circulation and appropriation of cultural elements and the discourses that interpret and add value to these elements. |
| id |
CENPEC-1_c379038372d132ab11f87fd38d4237f4 |
|---|---|
| oai_identifier_str |
oai:ojs.www.cadernos.cenpec.org.br:article/162 |
| network_acronym_str |
CENPEC-1 |
| network_name_str |
Cadernos Cenpec |
| spelling |
Why education and culture?Por que educação e cultura?Education; Culture; Cultural heritage.Educação; Cultura; Patrimônio cultural.This text discusses the relationship between education, culture and cultural heritage. In this case, the term "culture" refers to different phenomena, all connected to ways of existing among countless human groups, ways that are specific and different from each other. Two features of cultural life are highlighted: that human life only occurs within a given society and that the society is logical and historically precedes its individuals. The concept of education is broadly understood, covering various processes that human groups create in order for new generations to gain knowledge that is valued socially. Modern societies have chosen the school as a special space for educational activity; however, throughout life, different types of knowledge are learned that are important for realization of cultural life. The term "cultural heritage" concerns the legacies of previous generations that are attached to the lives of others; there is a selection of elements from nature, from material culture, from know-how, that are used to define what it is that comprises a group's cultural heritage. The text concludes that, both from the aspects of a social life significantly impacted by writing and in a social life where this knowledge is traditionally conveyed orally, there is a heritage that we should appropriate. Working with culture implies considering processes of production, circulation and appropriation of cultural elements and the discourses that interpret and add value to these elements.O texto trata da relação entre educação, cultura e patrimônio cultural. O termo cultura, neste caso, se refere a diferentes fenômenos, todos eles ligados aos modos de existir dos inúmeros grupos humanos, modos esses que são específicos e diversos entre si. Destaca duas características da vida cultural: que a vida humana só se realiza no interior de uma dada sociedade e que a sociedade é lógica e historicamente anterior aos indivíduos. Entende-se o conceito de educação de uma maneira ampla, abrangendo diversos processos que os grupos humanos elaboram para fazer com que as novas gerações aprendam saberes que são socialmente valorizados. As sociedades modernas elegeram a escola como espaço privilegiado da atividade educacional, porém, ao longo da vida, existem outros conhecimentos importantes para a efetivação da vida cultural. O termo patrimônio cultural diz respeito aos legados das gerações anteriores que se emendam com as vidas de todas as pessoas; existe uma seleção de elementos da natureza, da cultura material e do saber-fazer para definir aquilo que constitui o patrimônio cultural de um grupo. O texto conclui que, tanto nas dimensões da vida social fortemente marcada pela escrita, quanto naquelas em que os saberes são tradicionalmente transmitidos oralmente, há um patrimônio do qual devemos nos apropriar. Trabalhar com cultura implica considerar os processos de produção, circulação e apropriação dos elementos culturais e dos discursos que os interpretam e os valorizam.Cenpec - Centro de Estudos e Pesquisas em Educação, Cultura e Ação ComunitáriaSetubal, Maria AliceÉrnica, Maurício2006-05-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/16210.18676/cadernoscenpec.v1i1.162Cadernos Cenpec | Nova série; v. 1, n. 1 (2006): Educação e cidadeCadernos Cenpec; v. 1, n. 1 (2006): Educação e cidade2237-99832237-998310.18676/cadernoscenpec.v1i1reponame:Cadernos Cenpecinstname:Centro de Estudos e Pesquisa em Educação, Cultura e Ação Comunitária (CENPEC)instacron:CENPECporhttp://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/162/191info:eu-repo/semantics/openAccess2019-10-05T23:35:08Zoai:ojs.www.cadernos.cenpec.org.br:article/162Revistahttp://cadernos.cenpec.org.br/cadernos/index.php/cadernos/oai2237-99832237-9983opendoar:null2020-06-25 22:19:46.296Cadernos Cenpec - Centro de Estudos e Pesquisa em Educação, Cultura e Ação Comunitária (CENPEC)true |
| dc.title.none.fl_str_mv |
Why education and culture? Por que educação e cultura? |
| title |
Why education and culture? |
| spellingShingle |
Why education and culture? Setubal, Maria Alice Education; Culture; Cultural heritage. Educação; Cultura; Patrimônio cultural. |
| title_short |
Why education and culture? |
| title_full |
Why education and culture? |
| title_fullStr |
Why education and culture? |
| title_full_unstemmed |
Why education and culture? |
| title_sort |
Why education and culture? |
| author |
Setubal, Maria Alice |
| author_facet |
Setubal, Maria Alice Érnica, Maurício |
| author_role |
author |
| author2 |
Érnica, Maurício |
| author2_role |
author |
| dc.contributor.none.fl_str_mv |
|
| dc.contributor.author.fl_str_mv |
Setubal, Maria Alice Érnica, Maurício |
| dc.subject.none.fl_str_mv |
|
| dc.subject.por.fl_str_mv |
Education; Culture; Cultural heritage. Educação; Cultura; Patrimônio cultural. |
| topic |
Education; Culture; Cultural heritage. Educação; Cultura; Patrimônio cultural. |
| dc.description.none.fl_txt_mv |
This text discusses the relationship between education, culture and cultural heritage. In this case, the term "culture" refers to different phenomena, all connected to ways of existing among countless human groups, ways that are specific and different from each other. Two features of cultural life are highlighted: that human life only occurs within a given society and that the society is logical and historically precedes its individuals. The concept of education is broadly understood, covering various processes that human groups create in order for new generations to gain knowledge that is valued socially. Modern societies have chosen the school as a special space for educational activity; however, throughout life, different types of knowledge are learned that are important for realization of cultural life. The term "cultural heritage" concerns the legacies of previous generations that are attached to the lives of others; there is a selection of elements from nature, from material culture, from know-how, that are used to define what it is that comprises a group's cultural heritage. The text concludes that, both from the aspects of a social life significantly impacted by writing and in a social life where this knowledge is traditionally conveyed orally, there is a heritage that we should appropriate. Working with culture implies considering processes of production, circulation and appropriation of cultural elements and the discourses that interpret and add value to these elements. O texto trata da relação entre educação, cultura e patrimônio cultural. O termo cultura, neste caso, se refere a diferentes fenômenos, todos eles ligados aos modos de existir dos inúmeros grupos humanos, modos esses que são específicos e diversos entre si. Destaca duas características da vida cultural: que a vida humana só se realiza no interior de uma dada sociedade e que a sociedade é lógica e historicamente anterior aos indivíduos. Entende-se o conceito de educação de uma maneira ampla, abrangendo diversos processos que os grupos humanos elaboram para fazer com que as novas gerações aprendam saberes que são socialmente valorizados. As sociedades modernas elegeram a escola como espaço privilegiado da atividade educacional, porém, ao longo da vida, existem outros conhecimentos importantes para a efetivação da vida cultural. O termo patrimônio cultural diz respeito aos legados das gerações anteriores que se emendam com as vidas de todas as pessoas; existe uma seleção de elementos da natureza, da cultura material e do saber-fazer para definir aquilo que constitui o patrimônio cultural de um grupo. O texto conclui que, tanto nas dimensões da vida social fortemente marcada pela escrita, quanto naquelas em que os saberes são tradicionalmente transmitidos oralmente, há um patrimônio do qual devemos nos apropriar. Trabalhar com cultura implica considerar os processos de produção, circulação e apropriação dos elementos culturais e dos discursos que os interpretam e os valorizam. |
| description |
This text discusses the relationship between education, culture and cultural heritage. In this case, the term "culture" refers to different phenomena, all connected to ways of existing among countless human groups, ways that are specific and different from each other. Two features of cultural life are highlighted: that human life only occurs within a given society and that the society is logical and historically precedes its individuals. The concept of education is broadly understood, covering various processes that human groups create in order for new generations to gain knowledge that is valued socially. Modern societies have chosen the school as a special space for educational activity; however, throughout life, different types of knowledge are learned that are important for realization of cultural life. The term "cultural heritage" concerns the legacies of previous generations that are attached to the lives of others; there is a selection of elements from nature, from material culture, from know-how, that are used to define what it is that comprises a group's cultural heritage. The text concludes that, both from the aspects of a social life significantly impacted by writing and in a social life where this knowledge is traditionally conveyed orally, there is a heritage that we should appropriate. Working with culture implies considering processes of production, circulation and appropriation of cultural elements and the discourses that interpret and add value to these elements. |
| publishDate |
2006 |
| dc.date.none.fl_str_mv |
2006-05-05 |
| dc.type.none.fl_str_mv |
|
| dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| format |
article |
| status_str |
publishedVersion |
| dc.identifier.uri.fl_str_mv |
http://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/162 10.18676/cadernoscenpec.v1i1.162 |
| url |
http://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/162 |
| identifier_str_mv |
10.18676/cadernoscenpec.v1i1.162 |
| dc.language.iso.fl_str_mv |
por |
| language |
por |
| dc.relation.none.fl_str_mv |
http://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/162/191 |
| dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
| eu_rights_str_mv |
openAccess |
| dc.format.none.fl_str_mv |
application/pdf |
| dc.publisher.none.fl_str_mv |
Cenpec - Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária |
| publisher.none.fl_str_mv |
Cenpec - Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária |
| dc.source.none.fl_str_mv |
Cadernos Cenpec | Nova série; v. 1, n. 1 (2006): Educação e cidade Cadernos Cenpec; v. 1, n. 1 (2006): Educação e cidade 2237-9983 2237-9983 10.18676/cadernoscenpec.v1i1 reponame:Cadernos Cenpec instname:Centro de Estudos e Pesquisa em Educação, Cultura e Ação Comunitária (CENPEC) instacron:CENPEC |
| reponame_str |
Cadernos Cenpec |
| collection |
Cadernos Cenpec |
| instname_str |
Centro de Estudos e Pesquisa em Educação, Cultura e Ação Comunitária (CENPEC) |
| instacron_str |
CENPEC |
| institution |
CENPEC |
| repository.name.fl_str_mv |
Cadernos Cenpec - Centro de Estudos e Pesquisa em Educação, Cultura e Ação Comunitária (CENPEC) |
| repository.mail.fl_str_mv |
|
| _version_ |
1674121123542859776 |