The issue of protagonism of young people in Brazilian High School: a criticism to the curriculum
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | por eng spa |
Título da fonte: | Ensaio (Rio de Janeiro. Online) |
Texto Completo: | https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3427 |
Resumo: | Presently, we have seen a conceptual recovery of the notion of protagonism of young people in Brazil. Moving away from the possibilities of social transformation that used to characterize its origins in the 20th century, protagonism is now grounded on both the valorization of students’ ability to make choices and their resulting accountability. With the publication of a national curriculum, it is possible to understand better the issue of school knowledge and the ways through which the protagonism of young people has become a curriculum principle. This article is derived from a documentary analysis of curriculum texts recently published in Brazil and took as a conceptual tool the notion of social epistemology. The hypothesis here is related to the emergence of an “imperative of authenticity” that regards students as eternal collectors of original experiences in an increasingly standardizing context that is little inclined towards differences and singularities. |
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The issue of protagonism of young people in Brazilian High School: a criticism to the curriculumEl cuestión del protagonismo juvenil en la Educación Secundaria brasileña: una crítica curricularA questão do protagonismo juvenil no Ensino Médio brasileiro: uma crítica curricularProtagonism of Young People; Curriculum Policies; School Knowledge; High School; BrazilProtagonismo Juvenil; Políticas Curriculares; Conocimiento Escolar; Escuela Secundaria; BrasilEducaçãoProtagonismo Juvenil; Políticas Curriculares; Conhecimento Escolar; Ensino Médio; BrasilPresently, we have seen a conceptual recovery of the notion of protagonism of young people in Brazil. Moving away from the possibilities of social transformation that used to characterize its origins in the 20th century, protagonism is now grounded on both the valorization of students’ ability to make choices and their resulting accountability. With the publication of a national curriculum, it is possible to understand better the issue of school knowledge and the ways through which the protagonism of young people has become a curriculum principle. This article is derived from a documentary analysis of curriculum texts recently published in Brazil and took as a conceptual tool the notion of social epistemology. The hypothesis here is related to the emergence of an “imperative of authenticity” that regards students as eternal collectors of original experiences in an increasingly standardizing context that is little inclined towards differences and singularities.Actualmente, asistimos a un renacimiento conceptual de la noción de protagonismo juvenil en Brasil. Alejándose de las posibilidades de transformación social, que caracterizaron sus orígenes en el siglo XX, el protagonismo, ahora esbozado, se sitúa en la valorización de la capacidad de elección de los estudiantes y la consecuente responsabilidad juvenil. Con la publicación de un currículo nacional, se hizo posible evaluar mejor el tema del saber escolar y las formas en que se inscribe el protagonismo juvenil como principio curricular. Este artículo deriva de un análisis documental de textos curriculares publicados recientemente en Brasil y tomó como herramienta conceptual la noción de epistemología social. La hipótesis desarrollada hace referencia al surgimiento de un “imperativo de autenticidad”, que posiciona a los estudiantes como eternos coleccionistas de experiencias originales en un contexto cada vez más estandarizado y poco habituado a las diferencias y singularidades.Atualmente, assistimos a uma retomada conceitual da noção de protagonismo juvenil no Brasil. Distanciando-se das possibilidades de transformação social, que caracterizavam suas origens no século XX, o protagonismo, agora esboçado, se situa na valorização da capacidade de escolha dos estudantes e da consequente responsabilização juvenil. Com a publicação de um currículo nacional, tornou-se possível dimensionar melhor a questão do conhecimento escolar e os modos pelos quais o protagonismo juvenil se inscreve como um princípio curricular. Esse artigo deriva-se de uma análise documental dos textos curriculares publicados recentemente no Brasil e tomou, como ferramenta conceitual, a noção de epistemologia social. A hipótese desenvolvida refere-se à emergência de um “imperativo da autenticidade”, que posiciona os estudantes como eternos colecionadores de experiências originais em um contexto cada vez mais padronizador e pouco afeito a diferenças e a singularidades.Fundação CesgranrioCNPqSilva, Roberto Rafael Dias da2022-10-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/342710.1590/S0104-40362022003003427Ensaio: Avaliação e Políticas Públicas em Educação; Ahead of Print1809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2porengspahttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3427/https%3A%2F%2Fdoi.org%2F10.1590%2FS0104-40362022003003427https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3427/1732https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3427/remotoDireitos autorais 2020 Ensaio: Avaliação e Políticas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2022-12-13T14:47:28Zoai:ojs.localhost:article/3427Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2022-12-13T14:47:28Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse |
dc.title.none.fl_str_mv |
The issue of protagonism of young people in Brazilian High School: a criticism to the curriculum El cuestión del protagonismo juvenil en la Educación Secundaria brasileña: una crítica curricular A questão do protagonismo juvenil no Ensino Médio brasileiro: uma crítica curricular |
title |
The issue of protagonism of young people in Brazilian High School: a criticism to the curriculum |
spellingShingle |
The issue of protagonism of young people in Brazilian High School: a criticism to the curriculum Silva, Roberto Rafael Dias da Protagonism of Young People; Curriculum Policies; School Knowledge; High School; Brazil Protagonismo Juvenil; Políticas Curriculares; Conocimiento Escolar; Escuela Secundaria; Brasil Educação Protagonismo Juvenil; Políticas Curriculares; Conhecimento Escolar; Ensino Médio; Brasil |
title_short |
The issue of protagonism of young people in Brazilian High School: a criticism to the curriculum |
title_full |
The issue of protagonism of young people in Brazilian High School: a criticism to the curriculum |
title_fullStr |
The issue of protagonism of young people in Brazilian High School: a criticism to the curriculum |
title_full_unstemmed |
The issue of protagonism of young people in Brazilian High School: a criticism to the curriculum |
title_sort |
The issue of protagonism of young people in Brazilian High School: a criticism to the curriculum |
author |
Silva, Roberto Rafael Dias da |
author_facet |
Silva, Roberto Rafael Dias da |
author_role |
author |
dc.contributor.none.fl_str_mv |
CNPq |
dc.contributor.author.fl_str_mv |
Silva, Roberto Rafael Dias da |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Protagonism of Young People; Curriculum Policies; School Knowledge; High School; Brazil Protagonismo Juvenil; Políticas Curriculares; Conocimiento Escolar; Escuela Secundaria; Brasil Educação Protagonismo Juvenil; Políticas Curriculares; Conhecimento Escolar; Ensino Médio; Brasil |
topic |
Protagonism of Young People; Curriculum Policies; School Knowledge; High School; Brazil Protagonismo Juvenil; Políticas Curriculares; Conocimiento Escolar; Escuela Secundaria; Brasil Educação Protagonismo Juvenil; Políticas Curriculares; Conhecimento Escolar; Ensino Médio; Brasil |
description |
Presently, we have seen a conceptual recovery of the notion of protagonism of young people in Brazil. Moving away from the possibilities of social transformation that used to characterize its origins in the 20th century, protagonism is now grounded on both the valorization of students’ ability to make choices and their resulting accountability. With the publication of a national curriculum, it is possible to understand better the issue of school knowledge and the ways through which the protagonism of young people has become a curriculum principle. This article is derived from a documentary analysis of curriculum texts recently published in Brazil and took as a conceptual tool the notion of social epistemology. The hypothesis here is related to the emergence of an “imperative of authenticity” that regards students as eternal collectors of original experiences in an increasingly standardizing context that is little inclined towards differences and singularities. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-18 |
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 |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3427 10.1590/S0104-40362022003003427 |
url |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3427 |
identifier_str_mv |
10.1590/S0104-40362022003003427 |
dc.language.iso.fl_str_mv |
por eng spa |
language |
por eng spa |
dc.relation.none.fl_str_mv |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3427/https%3A%2F%2Fdoi.org%2F10.1590%2FS0104-40362022003003427 https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3427/1732 https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/3427/remoto |
dc.rights.driver.fl_str_mv |
Direitos autorais 2020 Ensaio: Avaliação e Políticas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2020 Ensaio: Avaliação e Políticas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.coverage.none.fl_str_mv |
|
dc.publisher.none.fl_str_mv |
Fundação Cesgranrio |
publisher.none.fl_str_mv |
Fundação Cesgranrio |
dc.source.none.fl_str_mv |
Ensaio: Avaliação e Políticas Públicas em Educação; Ahead of Print 1809-4465 0104-4036 reponame:Ensaio (Rio de Janeiro. Online) instname:Fundação Cesgranrio instacron:CESGRANRIO-2 |
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Fundação Cesgranrio |
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CESGRANRIO-2 |
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CESGRANRIO-2 |
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Ensaio (Rio de Janeiro. Online) |
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Ensaio (Rio de Janeiro. Online) |
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Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio |
repository.mail.fl_str_mv |
ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br |
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