SCHOOL, CURRÍCULUM AND SOCIETY
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Teoria e Prática da Educação (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18472 |
Resumo: | This article makes a theoretical framework about the curriculum as one of the core concepts ofcontemporary educational discourse. After mentioning those vicissitudes of the school education since itsancient origins, it is analyzed the development of the concept as historically conditioned social construction which seeks to meet the demands of the industrial societies. By following Lundgren (1997) and Saviani (2010) that addresses the complexity of the curriculum in the text that connects the context of production and reproduction in the context of human societies whose development determined the separation between those contexts. The development of technical discourse over education during the twentieth century, established the appearance of the theory course under the umbrella of rationality. Yetone approaches its derivations in the practical and critical perspectives as alternatives to that source. In the end, it turns it into discussing issues to the contemporary views about the curriculum within the framework of the political nature of schoolwork and its relation to the output from our humanity |
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Teoria e Prática da Educação (Online) |
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SCHOOL, CURRÍCULUM AND SOCIETYESCUELA, CURRÍCULUM Y SOCIEDADESCOLA, CURRÍCULO E SOCIEDADECurrículumEducationSchoolSociety and productionCurrículumEducaciónEscuelaSociedadProducciónCurrículoEducaçãoEscolaSociedadeProduçãoThis article makes a theoretical framework about the curriculum as one of the core concepts ofcontemporary educational discourse. After mentioning those vicissitudes of the school education since itsancient origins, it is analyzed the development of the concept as historically conditioned social construction which seeks to meet the demands of the industrial societies. By following Lundgren (1997) and Saviani (2010) that addresses the complexity of the curriculum in the text that connects the context of production and reproduction in the context of human societies whose development determined the separation between those contexts. The development of technical discourse over education during the twentieth century, established the appearance of the theory course under the umbrella of rationality. Yetone approaches its derivations in the practical and critical perspectives as alternatives to that source. In the end, it turns it into discussing issues to the contemporary views about the curriculum within the framework of the political nature of schoolwork and its relation to the output from our humanityEste artículo realiza un abordaje teórico sobre el currículum como uno de los conceptos centrales del discurso educativo contemporáneo. Luego de referirse a las vicisitudes de la educación escolar desde sus orígenes remotos, se analiza el surgimiento del concepto como construcción social históricamente condicionada que busca atender a las demandas de las sociedades industriales. Siguiendo a Lundgren (1997) y Saviani (2010) se aborda la complejidad del currículum en tanto texto que media entre el contexto de producción y el contexto de reproducción en las sociedades humanas cuyo desarrollo determinó la separación entre dichos contextos. El desarrollo del discurso técnico sobre la educación en el siglo XX determinó el surgimiento de la teoría curricular bajo la égida de esa racionalidad. Sin embargo se aborda sus derivaciones en los enfoques práctico y crítico como alternativas a dicho origen. Al final, se problematiza las visiones contemporáneas del currículum en el marco de la naturaleza política del trabajo escolar y su relación con la producción de nuestra humanidadEste artigo faz uma abordagem teórica do currículo como um dos conceitos centrais do discurso educativo contemporâneo. Depois de referir-se às vicisitudes da educação escolar desde suas origens remotas, se analisa o surgimento do conceito como construção social historicamente condicionada que visa atender às demandas das sociedades industriais. Seguindo a Lundgren (1997) e Saviani (2010) se aborda a complexidade do currículo no texto que articula o contexto da produção e o contexto da reprodução nas sociedades humanas cujo desenvolvimento determinou a separação entre os referidos contextos. O desenvolvimento do discurso técnico sobre a educação no século XX, determinou o surgimento da teoríacurricular sob a égide dessa racionalidade. Porém se aborda suas derivações nos enfoques prático e críticocomo alternativas a essa origem. Ao final, se problematiza as visões contemporâneas do currículo no marco da natureza política do trabalho escolar e sua relação com a produção da nossa humanidadeUniversidade Estadual de Maringá2012-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/1847210.4025/tpe.v14i3.18472Teoria e Prática da Educação; v. 14 n. 3 (2011); 5-152237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18472/9637Fuente, Joni Ramón Ocaño de lainfo:eu-repo/semantics/openAccess2023-01-12T13:53:57Zoai:periodicos.uem.br/ojs:article/18472Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:24.621139Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true |
dc.title.none.fl_str_mv |
SCHOOL, CURRÍCULUM AND SOCIETY ESCUELA, CURRÍCULUM Y SOCIEDAD ESCOLA, CURRÍCULO E SOCIEDADE |
title |
SCHOOL, CURRÍCULUM AND SOCIETY |
spellingShingle |
SCHOOL, CURRÍCULUM AND SOCIETY Fuente, Joni Ramón Ocaño de la Currículum Education School Society and production Currículum Educación Escuela Sociedad Producción Currículo Educação Escola Sociedade Produção |
title_short |
SCHOOL, CURRÍCULUM AND SOCIETY |
title_full |
SCHOOL, CURRÍCULUM AND SOCIETY |
title_fullStr |
SCHOOL, CURRÍCULUM AND SOCIETY |
title_full_unstemmed |
SCHOOL, CURRÍCULUM AND SOCIETY |
title_sort |
SCHOOL, CURRÍCULUM AND SOCIETY |
author |
Fuente, Joni Ramón Ocaño de la |
author_facet |
Fuente, Joni Ramón Ocaño de la |
author_role |
author |
dc.contributor.author.fl_str_mv |
Fuente, Joni Ramón Ocaño de la |
dc.subject.por.fl_str_mv |
Currículum Education School Society and production Currículum Educación Escuela Sociedad Producción Currículo Educação Escola Sociedade Produção |
topic |
Currículum Education School Society and production Currículum Educación Escuela Sociedad Producción Currículo Educação Escola Sociedade Produção |
description |
This article makes a theoretical framework about the curriculum as one of the core concepts ofcontemporary educational discourse. After mentioning those vicissitudes of the school education since itsancient origins, it is analyzed the development of the concept as historically conditioned social construction which seeks to meet the demands of the industrial societies. By following Lundgren (1997) and Saviani (2010) that addresses the complexity of the curriculum in the text that connects the context of production and reproduction in the context of human societies whose development determined the separation between those contexts. The development of technical discourse over education during the twentieth century, established the appearance of the theory course under the umbrella of rationality. Yetone approaches its derivations in the practical and critical perspectives as alternatives to that source. In the end, it turns it into discussing issues to the contemporary views about the curriculum within the framework of the political nature of schoolwork and its relation to the output from our humanity |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-08-31 |
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://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18472 10.4025/tpe.v14i3.18472 |
url |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18472 |
identifier_str_mv |
10.4025/tpe.v14i3.18472 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18472/9637 |
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 |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Teoria e Prática da Educação; v. 14 n. 3 (2011); 5-15 2237-8707 1415-837X reponame:Teoria e Prática da Educação (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Teoria e Prática da Educação (Online) |
collection |
Teoria e Prática da Educação (Online) |
repository.name.fl_str_mv |
Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com |
_version_ |
1792207156500496384 |