Curriculum and emancipating educative action: political and epistemological implications

Detalhes bibliográficos
Autor(a) principal: Gomes de Mattos de Mesquita, Rui
Data de Publicação: 2011
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/7403
Resumo: This essay aims to look into the conditions of possibility to the emergence and feasibility of counter-hegemonic educative actions, within public sector, in occidental representative democracies. Since Durkheim’s anti-individual epistemological intuitions, which oppose itself to the modern dichotomy State-Market and disqualify the structuring potential of state sphere as well as the private one, we stand for, in a dialogue with Michael Apple, that the school environment, to be seen as a “sui-generis life source” (Durkheim), must denaturalize the functional relations of the public sector has with the mentioned spheres. Such a perception has effects on the curricular matter since, requesting the establishment of alternative relational chains, opens the school environment to collective popular interests and knowledge (not having in the individual the receptive unity of educational action). Dialoguing, in opposition to the rationalist project, with Ernesto Laclau e Rui Canário, we defend that the curriculum must not have pre-fixed aims, but, on the contrary, contingent ones, which come from the vicissitudes of educative action.
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spelling Curriculum and emancipating educative action: political and epistemological implicationsCurrículo e ação educativa emancipatória: implicações políticas e epistemológicascurriculumhegemonyideologyschool environmentpedagogical projectcurrículohegemoniaideologiaambiente escolarprojeto pedagógicoThis essay aims to look into the conditions of possibility to the emergence and feasibility of counter-hegemonic educative actions, within public sector, in occidental representative democracies. Since Durkheim’s anti-individual epistemological intuitions, which oppose itself to the modern dichotomy State-Market and disqualify the structuring potential of state sphere as well as the private one, we stand for, in a dialogue with Michael Apple, that the school environment, to be seen as a “sui-generis life source” (Durkheim), must denaturalize the functional relations of the public sector has with the mentioned spheres. Such a perception has effects on the curricular matter since, requesting the establishment of alternative relational chains, opens the school environment to collective popular interests and knowledge (not having in the individual the receptive unity of educational action). Dialoguing, in opposition to the rationalist project, with Ernesto Laclau e Rui Canário, we defend that the curriculum must not have pre-fixed aims, but, on the contrary, contingent ones, which come from the vicissitudes of educative action.O objetivo deste ensaio é refletir acerca das condições de possibilidade para a emergência e efetividade de ações educativas contra-hegemônicas no âmbito dos sistemas públicos de ensino em democracias representativas ocidentais. Partindo das intuições epistemológicas anti-individualistas de Durkheim, que se contrapõem à dicotomia moderna Estado–mercado e desqualifica o potencial estruturante, seja da esfera estatal ou privada, defendemos, em diálogo com Apple, que o ambiente escolar, para se credenciar como “fonte de vida sui generis” (Durkheim), tem de desnaturalizar as relações funcionais que os sistemas públicos de ensino ensejam com aquelas esferas. Tal percepção repercute na questão curricular, uma vez que, requerendo o estabelecimento de elos relacionais alternativos, abre os flancos do ambiente escolar para a presença de interesses e saberes populares coletivos (desinvestindo no indivíduo como unidade de recepção da ação educativa). Dialogando, em tensão com o projeto racionalista, com Ernesto Laclau e Rui Canário, defendemos que o currículo não deve ter objetivos pré-fixados, mas, ao contrário, ter objetivos contingentes, advindos das vicissitudes do fazer educativo.Editora da PUCRS - ediPUCRS2011-07-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/7403Educação; Vol. 34 No. 3 (2011): Art, culture, education: mutationsEducação; Vol. 34 Núm. 3 (2011): Arte, cultura, educación: mutacionesEducação; v. 34 n. 3 (2011): Arte, cultura, educação: mutações1981-25820101-465Xreponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/7403/6785Gomes de Mattos de Mesquita, Ruiinfo:eu-repo/semantics/openAccess2021-09-14T18:45:56Zoai:ojs.revistaseletronicas.pucrs.br:article/7403Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2021-09-14T18:45:56Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv Curriculum and emancipating educative action: political and epistemological implications
Currículo e ação educativa emancipatória: implicações políticas e epistemológicas
title Curriculum and emancipating educative action: political and epistemological implications
spellingShingle Curriculum and emancipating educative action: political and epistemological implications
Gomes de Mattos de Mesquita, Rui
curriculum
hegemony
ideology
school environment
pedagogical project
currículo
hegemonia
ideologia
ambiente escolar
projeto pedagógico
title_short Curriculum and emancipating educative action: political and epistemological implications
title_full Curriculum and emancipating educative action: political and epistemological implications
title_fullStr Curriculum and emancipating educative action: political and epistemological implications
title_full_unstemmed Curriculum and emancipating educative action: political and epistemological implications
title_sort Curriculum and emancipating educative action: political and epistemological implications
author Gomes de Mattos de Mesquita, Rui
author_facet Gomes de Mattos de Mesquita, Rui
author_role author
dc.contributor.author.fl_str_mv Gomes de Mattos de Mesquita, Rui
dc.subject.por.fl_str_mv curriculum
hegemony
ideology
school environment
pedagogical project
currículo
hegemonia
ideologia
ambiente escolar
projeto pedagógico
topic curriculum
hegemony
ideology
school environment
pedagogical project
currículo
hegemonia
ideologia
ambiente escolar
projeto pedagógico
description This essay aims to look into the conditions of possibility to the emergence and feasibility of counter-hegemonic educative actions, within public sector, in occidental representative democracies. Since Durkheim’s anti-individual epistemological intuitions, which oppose itself to the modern dichotomy State-Market and disqualify the structuring potential of state sphere as well as the private one, we stand for, in a dialogue with Michael Apple, that the school environment, to be seen as a “sui-generis life source” (Durkheim), must denaturalize the functional relations of the public sector has with the mentioned spheres. Such a perception has effects on the curricular matter since, requesting the establishment of alternative relational chains, opens the school environment to collective popular interests and knowledge (not having in the individual the receptive unity of educational action). Dialoguing, in opposition to the rationalist project, with Ernesto Laclau e Rui Canário, we defend that the curriculum must not have pre-fixed aims, but, on the contrary, contingent ones, which come from the vicissitudes of educative action.
publishDate 2011
dc.date.none.fl_str_mv 2011-07-29
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://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/7403
url https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/7403
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/7403/6785
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. 34 No. 3 (2011): Art, culture, education: mutations
Educação; Vol. 34 Núm. 3 (2011): Arte, cultura, educación: mutaciones
Educação; v. 34 n. 3 (2011): Arte, cultura, educação: mutações
1981-2582
0101-465X
reponame:Educação
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron:PUC_RS
instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
institution PUC_RS
reponame_str Educação
collection Educação
repository.name.fl_str_mv Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv editora.periodicos@pucrs.br||reveduc@pucrs.br
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