Construct and mobilize knowledge in a critical relation with knowledge

Detalhes bibliográficos
Autor(a) principal: Crahay, Marcel
Data de Publicação: 2016
Outros Autores: Marcoux, Géry
Tipo de documento: Artigo
Idioma: por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/3575
Resumo: The competence approach – CA – was established in most educational systems. It aims to renovate teaching giving emphasis on problem solving and, therefore, overcoming students learning of “dead” knowledge.  Thus, CA introduces a renewed concern with the mobilization of knowledge into the schools. However, the risk of falling into utilitarianism is great, as only useful knowledge would be worthy of teaching. In this case, there is an ideological shift: Anglo-Saxon pragmatism replaced humanism, sustained mainly by the philosophy of lights. The authors of this article outline an intermediate path between these two views of school. 
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spelling Construct and mobilize knowledge in a critical relation with knowledgeConstruir y movilizar conocimientos en una relación crítica con los saberesConstruire et mobiliser des connaissances dans un rapport critique aux savoirsConstruir e mobilizar conhecimentos numa relação crítica com os saberesKeywordsKnowledgeMetacognitionSaberMetacogniciónSavoirMétacognitionSaberMetacogniçãoThe competence approach – CA – was established in most educational systems. It aims to renovate teaching giving emphasis on problem solving and, therefore, overcoming students learning of “dead” knowledge.  Thus, CA introduces a renewed concern with the mobilization of knowledge into the schools. However, the risk of falling into utilitarianism is great, as only useful knowledge would be worthy of teaching. In this case, there is an ideological shift: Anglo-Saxon pragmatism replaced humanism, sustained mainly by the philosophy of lights. The authors of this article outline an intermediate path between these two views of school. El abordaje por competencia – APC – se impuso en una gran parte de los sistemas educacionales. Su ambición: renovar la enseñanza dando énfasis a la resolución de problemas y con ello superar el aprendizaje de saberes “muertos” por los alumnos. De este modo, el APC introduce en la escuela una renovada preocupación con la movilización de los saberes. Sin embargo, hay un gran riesgo de caer en el utilitarismo: tan sólo los conocimientos útiles serían dignos de enseñarse. En este caso ocurre un desplazamiento ideológico: el pragmatismo anglosajón sustituye el humanismo sustentado sobre todo por la filosofía de las luces. Los autores de este artículo esbozan una vía intermedia entre estas dos visiones de la escuela. L’approche par compétence – APC – s’est imposée dans une majorité de systèmes éducatifs. Son ambition: rénover l’enseignement en mettant l’accent sur la résolution de problèmes et, ce faisant, dépasser l’apprentissage par les élèves de savoirs “morts”. En cela, l’APC amène, à l’école, une préoccupation renouvelée pour la mobilisation des savoirs. Cependant, le risque est grand de verser dans l’utilitarisme: seules les connaissances utiles seraient dignes d’être enseignées. Il y a là un déplacement idéologique: le pragmatisme anglo-saxon se substitue à l’humanisme nourri notamment par la philosophie des lumières. Les auteurs de cet article esquissent une voie médiane entre ces deux visions de l’école.  A abordagem por competência – APC – firmou-se em grande parte dos sistemas educacionais. Sua ambição: renovar o ensino dando ênfase à resolução de problemas e, com isso, superar a aprendizagem pelos alunos de saberes “mortos”. Assim, a APC introduz na escola uma preocupação renovada com a mobilização dos saberes. Mas o risco de cair no utilitarismo é grande: apenas os conhecimentos úteis seriam dignos de ser ensinados. No caso, ocorre um deslocamento ideológico: o pragmatismo anglo-saxão substitui o humanismo sustentado sobretudo pela filosofia das luzes. Os autores deste artigo esboçam uma via intermediária entre essas duas visões da escola.Fundação Carlos Chagas2016-04-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/3575Cadernos de Pesquisa; Vol. 46 No. 159: jan./mar.2016; 260-273Cadernos de Pesquisa; Vol. 46 Núm. 159: jan./mar.2016; 260-273Cadernos de Pesquisa; Vol. 46 No. 159: jan./mar.2016; 260-273Cadernos de Pesquisa; v. 46 n. 159: jan./mar.2016; 260-2731980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/3575/pdfCopyright (c) 2016 Cadernos de Pesquisainfo:eu-repo/semantics/openAccessCrahay, MarcelMarcoux, Géry2017-02-17T19:08:38Zoai:ojs.publicacoes.fcc.org.br:article/3575Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2017-02-17T19:08:38Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Construct and mobilize knowledge in a critical relation with knowledge
Construir y movilizar conocimientos en una relación crítica con los saberes
Construire et mobiliser des connaissances dans un rapport critique aux savoirs
Construir e mobilizar conhecimentos numa relação crítica com os saberes
title Construct and mobilize knowledge in a critical relation with knowledge
spellingShingle Construct and mobilize knowledge in a critical relation with knowledge
Crahay, Marcel
Keywords
Knowledge
Metacognition
Saber
Metacognición
Savoir
Métacognition
Saber
Metacognição
title_short Construct and mobilize knowledge in a critical relation with knowledge
title_full Construct and mobilize knowledge in a critical relation with knowledge
title_fullStr Construct and mobilize knowledge in a critical relation with knowledge
title_full_unstemmed Construct and mobilize knowledge in a critical relation with knowledge
title_sort Construct and mobilize knowledge in a critical relation with knowledge
author Crahay, Marcel
author_facet Crahay, Marcel
Marcoux, Géry
author_role author
author2 Marcoux, Géry
author2_role author
dc.contributor.author.fl_str_mv Crahay, Marcel
Marcoux, Géry
dc.subject.por.fl_str_mv Keywords
Knowledge
Metacognition
Saber
Metacognición
Savoir
Métacognition
Saber
Metacognição
topic Keywords
Knowledge
Metacognition
Saber
Metacognición
Savoir
Métacognition
Saber
Metacognição
description The competence approach – CA – was established in most educational systems. It aims to renovate teaching giving emphasis on problem solving and, therefore, overcoming students learning of “dead” knowledge.  Thus, CA introduces a renewed concern with the mobilization of knowledge into the schools. However, the risk of falling into utilitarianism is great, as only useful knowledge would be worthy of teaching. In this case, there is an ideological shift: Anglo-Saxon pragmatism replaced humanism, sustained mainly by the philosophy of lights. The authors of this article outline an intermediate path between these two views of school. 
publishDate 2016
dc.date.none.fl_str_mv 2016-04-07
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://publicacoes.fcc.org.br/cp/article/view/3575
url https://publicacoes.fcc.org.br/cp/article/view/3575
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/3575/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2016 Cadernos de Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Cadernos de Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 46 No. 159: jan./mar.2016; 260-273
Cadernos de Pesquisa; Vol. 46 Núm. 159: jan./mar.2016; 260-273
Cadernos de Pesquisa; Vol. 46 No. 159: jan./mar.2016; 260-273
Cadernos de Pesquisa; v. 46 n. 159: jan./mar.2016; 260-273
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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