FOR A DEMOCRATIC CURRICULAR AGENDA: WITH A FOCUS ON EDUCATIONAL INNOVATION FOR BRAZIL

Detalhes bibliográficos
Autor(a) principal: Silva, Roberto Rafael Dias da
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/25641
Resumo: This essay performs a brief review of Brazilian pedagogical studies, published in the mid-twentieth century, aiming to build benchmarks for a democratic curricular agenda with a focus on educational innovation. The paradoxes of democracy, widely described by contemporary social theories, are taken as a contextual dimension, associated with the concern to develop pedagogical alternatives in a scenario of intensification of neoliberal and neoconservative policies in Brazil. We focus on the conceptual expansion of educational innovation juxtaposed to the milestones of democratic school governance, joining the political struggle around its meanings. The promotion of opportunities for students, dialogicity as content and method and the selection of relevant school knowledge are conceptual references, sought in the writings of Anísio Teixeira, Paulo Freire and Demerval Saviani that will serve as a basis for the reconstruction of democratic curricular practices in Brazil. By heterogeneous theoretical traditions, these authors offer critical and creative possibilities for the reconstruction of the democratic school in our country.
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spelling FOR A DEMOCRATIC CURRICULAR AGENDA: WITH A FOCUS ON EDUCATIONAL INNOVATION FOR BRAZILPOR UNA AGENDA CURRICULAR DEMOCRÁTICA ORIENTADO A LA INNOVACIÓN EDUCATIVA PARA BRASILPor uma agenda curricular democrática com foco na inovação educativa para o Brasil Escola, Currículo, Inovação Educativa, Democracia, Brasil.School. Curriculum. Educational Innovation. Democracy. Brazil.Escuela, Curriculum, Innovación educativa, Democracia, Brasil.This essay performs a brief review of Brazilian pedagogical studies, published in the mid-twentieth century, aiming to build benchmarks for a democratic curricular agenda with a focus on educational innovation. The paradoxes of democracy, widely described by contemporary social theories, are taken as a contextual dimension, associated with the concern to develop pedagogical alternatives in a scenario of intensification of neoliberal and neoconservative policies in Brazil. We focus on the conceptual expansion of educational innovation juxtaposed to the milestones of democratic school governance, joining the political struggle around its meanings. The promotion of opportunities for students, dialogicity as content and method and the selection of relevant school knowledge are conceptual references, sought in the writings of Anísio Teixeira, Paulo Freire and Demerval Saviani that will serve as a basis for the reconstruction of democratic curricular practices in Brazil. By heterogeneous theoretical traditions, these authors offer critical and creative possibilities for the reconstruction of the democratic school in our country.Este ensayo realiza una breve revisión de los estudios pedagógicos brasileños, publicados a mediados del siglo XX, con el objetivo de construir puntos de referencia para una agenda curricular democrática con enfoque en la innovación educativa. Las paradojas de la democracia, ampliamente descritas por las teorías sociales contemporáneas, se toman como una dimensión contextual, asociada a la preocupación por desarrollar alternativas pedagógicas en un escenario de intensificación de las políticas neoliberales y neoconservadoras en Brasil. Nos enfocamos en la expansión conceptual de la innovación educativa yuxtapuesta a los hitos de la gobernabilidad escolar democrática, sumándonos a la lucha política en torno a sus significados. La promoción de oportunidades para los estudiantes, la dialogicidad como contenido y método y la selección de conocimientos escolares relevantes son referencias conceptuales, buscadas en los escritos de Anísio Teixeira, Paulo Freire y Demerval Saviani que servirán de base para la reconstrucción de prácticas curriculares democráticas en Brasil. Por tradiciones teóricas heterogéneas, estos autores ofrecen posibilidades críticas y creativas para la reconstrucción de la escuela democrática en nuestro país.O presente ensaio realiza uma breve revisão dos estudos pedagógicos brasileiros, publicados em meados do século XX, visando construir marcos referenciais para uma agenda curricular democrática com foco na inovação educativa. Toma-se como dimensão contextual os paradoxos da democracia, amplamente descritos pelas teorizações sociais contemporâneas, associados a preocupação de elaborar alternativas pedagógicas em um cenário de intensificação das políticas neoliberais e neoconservadoras no Brasil. Aposta-se no alargamento conceitual da inovação educativa justaposto aos marcos de uma governança escolar democrática, ingressando na luta política em torno de seus significados. A promoção de oportunidades aos estudantes, a dialogicidade como conteúdo e método e a seleção de conhecimentos escolares relevantes são referências conceituais, buscadas nos escritos de Anísio Teixeira, Paulo Freire e Demerval Saviani que servirão de base para a reconstrução de práticas curriculares democráticas no Brasil. Por tradições teóricas heterogêneas, tais autores oferecem possibilidades críticas e criativas para a reconstrução da escola democrática em nosso país.  Educação em Revista 2021-10-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresAvaliado por ParesTextoapplication/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/25641Educação em Revista ; v. 37 n. 1 (2021): Vol. 37 (2021)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/25641/28764https://periodicos.ufmg.br/index.php/edrevista/article/view/25641/28765Copyright (c) 2021 Educação em Revista https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Roberto Rafael Dias da2023-05-29T13:08:43Zoai:periodicos.ufmg.br:article/25641Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2023-05-29T13:08:43Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv FOR A DEMOCRATIC CURRICULAR AGENDA: WITH A FOCUS ON EDUCATIONAL INNOVATION FOR BRAZIL
POR UNA AGENDA CURRICULAR DEMOCRÁTICA ORIENTADO A LA INNOVACIÓN EDUCATIVA PARA BRASIL
Por uma agenda curricular democrática com foco na inovação educativa para o Brasil
title FOR A DEMOCRATIC CURRICULAR AGENDA: WITH A FOCUS ON EDUCATIONAL INNOVATION FOR BRAZIL
spellingShingle FOR A DEMOCRATIC CURRICULAR AGENDA: WITH A FOCUS ON EDUCATIONAL INNOVATION FOR BRAZIL
Silva, Roberto Rafael Dias da
Escola, Currículo, Inovação Educativa, Democracia, Brasil.
School. Curriculum. Educational Innovation. Democracy. Brazil.
Escuela, Curriculum, Innovación educativa, Democracia, Brasil.
title_short FOR A DEMOCRATIC CURRICULAR AGENDA: WITH A FOCUS ON EDUCATIONAL INNOVATION FOR BRAZIL
title_full FOR A DEMOCRATIC CURRICULAR AGENDA: WITH A FOCUS ON EDUCATIONAL INNOVATION FOR BRAZIL
title_fullStr FOR A DEMOCRATIC CURRICULAR AGENDA: WITH A FOCUS ON EDUCATIONAL INNOVATION FOR BRAZIL
title_full_unstemmed FOR A DEMOCRATIC CURRICULAR AGENDA: WITH A FOCUS ON EDUCATIONAL INNOVATION FOR BRAZIL
title_sort FOR A DEMOCRATIC CURRICULAR AGENDA: WITH A FOCUS ON EDUCATIONAL INNOVATION FOR BRAZIL
author Silva, Roberto Rafael Dias da
author_facet Silva, Roberto Rafael Dias da
author_role author
dc.contributor.author.fl_str_mv Silva, Roberto Rafael Dias da
dc.subject.por.fl_str_mv Escola, Currículo, Inovação Educativa, Democracia, Brasil.
School. Curriculum. Educational Innovation. Democracy. Brazil.
Escuela, Curriculum, Innovación educativa, Democracia, Brasil.
topic Escola, Currículo, Inovação Educativa, Democracia, Brasil.
School. Curriculum. Educational Innovation. Democracy. Brazil.
Escuela, Curriculum, Innovación educativa, Democracia, Brasil.
description This essay performs a brief review of Brazilian pedagogical studies, published in the mid-twentieth century, aiming to build benchmarks for a democratic curricular agenda with a focus on educational innovation. The paradoxes of democracy, widely described by contemporary social theories, are taken as a contextual dimension, associated with the concern to develop pedagogical alternatives in a scenario of intensification of neoliberal and neoconservative policies in Brazil. We focus on the conceptual expansion of educational innovation juxtaposed to the milestones of democratic school governance, joining the political struggle around its meanings. The promotion of opportunities for students, dialogicity as content and method and the selection of relevant school knowledge are conceptual references, sought in the writings of Anísio Teixeira, Paulo Freire and Demerval Saviani that will serve as a basis for the reconstruction of democratic curricular practices in Brazil. By heterogeneous theoretical traditions, these authors offer critical and creative possibilities for the reconstruction of the democratic school in our country.
publishDate 2021
dc.date.none.fl_str_mv 2021-10-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer reviewed
Revisado por pares
Avaliado por Pares
Texto
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/25641
url https://periodicos.ufmg.br/index.php/edrevista/article/view/25641
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/25641/28764
https://periodicos.ufmg.br/index.php/edrevista/article/view/25641/28765
dc.rights.driver.fl_str_mv Copyright (c) 2021 Educação em Revista
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Educação em Revista
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
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application/pdf
dc.publisher.none.fl_str_mv Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 37 n. 1 (2021): Vol. 37 (2021)
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
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reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
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