Reconfigurations of scientific knowledge and its implications for higher education

Detalhes bibliográficos
Autor(a) principal: Miranda, José Valdinei Albuquerque
Data de Publicação: 2014
Outros Autores: Costa, Gilcilene Dias da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13185
Resumo: The text discusses the context of crisis of legislators of modern science metanarrative and its implications for higher education institutions in terms of teaching, research and teacher training curricula. Following the clues left by Jean-François Lyotard, in his work The postmodern condition (2000), the study discusses the process of introduction of technical mechanisms in the Brazilian educational system for making a “scientistic” model of knowledge and determines the profile “neotecnicista” training. The analyses converge with lyotardiana criticism and pointed out the inadequacy of modern metanarratives on the coexistence of multiple discourses, practices and rationalities that permeate the space of social life and the institutional field of education and the curriculum. Finally, it emphasizes the importance of integrative theoretical dimensions, political and sociocultural in curricula of teacher-researchers in higher education.
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spelling Reconfigurations of scientific knowledge and its implications for higher educationReconfiguraciones del conocimiento científico y sus implicaciones para la educación superiorReconfigurações do saber científico e implicações para o ensino superiorCurriculum. Training. Higher Education.Currículo. Formação. Ensino Superior.Curriculum. La formación. Educación Superior.The text discusses the context of crisis of legislators of modern science metanarrative and its implications for higher education institutions in terms of teaching, research and teacher training curricula. Following the clues left by Jean-François Lyotard, in his work The postmodern condition (2000), the study discusses the process of introduction of technical mechanisms in the Brazilian educational system for making a “scientistic” model of knowledge and determines the profile “neotecnicista” training. The analyses converge with lyotardiana criticism and pointed out the inadequacy of modern metanarratives on the coexistence of multiple discourses, practices and rationalities that permeate the space of social life and the institutional field of education and the curriculum. Finally, it emphasizes the importance of integrative theoretical dimensions, political and sociocultural in curricula of teacher-researchers in higher education.El texto analiza el contexto de la crisis de legitimación de los metarrelatos de la ciencia moderna y sus implicaciones para las instituciones de educación superior en relación con la enseñanza, la investigación y el plan de estudios de formación del profesorado. Siguiendo las pistas dejadas por Jean -François Lyotard en su libro La condición postmoderna (2000), el estudio analiza el proceso de introducción de mecanismos técnicos en el sistema educativo brasileño que legitiman un “ cientificista “ modelo de conocimiento y determina el perfil “formación neotecnicista”. Los análisis están de acuerdo con la crítica de Lyotard y señalan la insuficiencia de los metarrelatos modernos en la coexistencia de múltiples discursos, prácticas y racionalidades que permean el espacio de la vida social y el ámbito institucional de la educación y el currículo. Por último, se hace hincapié en la importancia de las dimensiones teóricas, políticas y socioculturales planes de estudio integrador de profesores-investigadores en la educación superior.O texto discute o contexto de crise das metanarrativas legitimadoras da ciência moderna e suas implicações para as instituições de ensino superior no tocante ao ensino, pesquisa e currículos de formação de professores. Seguindo as pistas deixadas por Jean-François Lyotard, em sua obra A condição pós-moderna (2000), o estudo problematiza o processo de introdução de mecanismos técnicos no sistema educacional brasileiro que legitimam um modelo “cientificista” do conhecimento e determina o perfil “neotecnicista” da formação. As análises convergem com a crítica lyotardiana e apontam a insuficiência das metanarrativas modernas diante da coexistência de múltiplos discursos, práticas e racionalidades que permeiam o espaço da vida social e o campo institucional da educação e do currículo. Por fim, ressalta a importância das dimensões integradoras teórica, política e sociocultural nos currículos de formação de professores-pesquisadores no ensino superior.Editora da PUCRS - ediPUCRS2014-08-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/1318510.15448/1981-2582.2014.2.13185Educação; Vol. 37 No. 2 (2014); 288-296Educação; Vol. 37 Núm. 2 (2014); 288-296Educação; v. 37 n. 2 (2014); 288-2961981-25820101-465X10.15448/1981-2582.2014.2reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13185/11741Miranda, José Valdinei AlbuquerqueCosta, Gilcilene Dias dainfo:eu-repo/semantics/openAccess2021-09-14T18:38:15Zoai:ojs.revistaseletronicas.pucrs.br:article/13185Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2021-09-14T18:38:15Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv Reconfigurations of scientific knowledge and its implications for higher education
Reconfiguraciones del conocimiento científico y sus implicaciones para la educación superior
Reconfigurações do saber científico e implicações para o ensino superior
title Reconfigurations of scientific knowledge and its implications for higher education
spellingShingle Reconfigurations of scientific knowledge and its implications for higher education
Miranda, José Valdinei Albuquerque
Curriculum. Training. Higher Education.
Currículo. Formação. Ensino Superior.
Curriculum. La formación. Educación Superior.
title_short Reconfigurations of scientific knowledge and its implications for higher education
title_full Reconfigurations of scientific knowledge and its implications for higher education
title_fullStr Reconfigurations of scientific knowledge and its implications for higher education
title_full_unstemmed Reconfigurations of scientific knowledge and its implications for higher education
title_sort Reconfigurations of scientific knowledge and its implications for higher education
author Miranda, José Valdinei Albuquerque
author_facet Miranda, José Valdinei Albuquerque
Costa, Gilcilene Dias da
author_role author
author2 Costa, Gilcilene Dias da
author2_role author
dc.contributor.author.fl_str_mv Miranda, José Valdinei Albuquerque
Costa, Gilcilene Dias da
dc.subject.por.fl_str_mv Curriculum. Training. Higher Education.
Currículo. Formação. Ensino Superior.
Curriculum. La formación. Educación Superior.
topic Curriculum. Training. Higher Education.
Currículo. Formação. Ensino Superior.
Curriculum. La formación. Educación Superior.
description The text discusses the context of crisis of legislators of modern science metanarrative and its implications for higher education institutions in terms of teaching, research and teacher training curricula. Following the clues left by Jean-François Lyotard, in his work The postmodern condition (2000), the study discusses the process of introduction of technical mechanisms in the Brazilian educational system for making a “scientistic” model of knowledge and determines the profile “neotecnicista” training. The analyses converge with lyotardiana criticism and pointed out the inadequacy of modern metanarratives on the coexistence of multiple discourses, practices and rationalities that permeate the space of social life and the institutional field of education and the curriculum. Finally, it emphasizes the importance of integrative theoretical dimensions, political and sociocultural in curricula of teacher-researchers in higher education.
publishDate 2014
dc.date.none.fl_str_mv 2014-08-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13185
10.15448/1981-2582.2014.2.13185
url https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13185
identifier_str_mv 10.15448/1981-2582.2014.2.13185
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/13185/11741
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 Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Educação; Vol. 37 No. 2 (2014); 288-296
Educação; Vol. 37 Núm. 2 (2014); 288-296
Educação; v. 37 n. 2 (2014); 288-296
1981-2582
0101-465X
10.15448/1981-2582.2014.2
reponame:Educação
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
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instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
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reponame_str Educação
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repository.name.fl_str_mv Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
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