Sociology of education and school knowledge: contributions of postcolonial studies

• Autor(a) principal: Santos, Bruno Silva
• Data de Publicação: 2015
• Outros Autores: Kawakami, Erica Aparecida
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Em Tese (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/emtese/article/view/1806-5023.2015v12n2p46

Since the return of Sociology to school curriculum some questions have been raised around the Sociology situation at school. In addition to pedagogical issues related to the practice of teaching, epistemological issues are being put. Very influenced by postcolonial critique, such issues take upon themselves the fact sociology be a forged academic knowledge in Europe from a local and partial epistéme. Shifting the notion of sociology as a modern science, as such thinks itself as universal knowledge, from such theories is possible to make a series of reflections focused on absences which are produced by the sociological theory and its teaching. The focus of this paper is to contribute to the debate on the sociology of education with a postcolonial and curriculum studies perspective.  The political demands for recognition of the cultural, territorial, and epistemological difference from insurgency groups and social movements have impacted the formulation of curriculum policies in Brazil