Sociology of education and school knowledge: contributions of postcolonial studies
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Data de Publicação: | 2015 |
Outros Autores: | |
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 |
Resumo: | 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 |
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Sociology of education and school knowledge: contributions of postcolonial studiesUma leitura do ensino de sociologia na educação básica: contribuições da crítica pós-colonialSince 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 BrazilDesde o retorno da Sociologia aos currículos escolares, algumas questões vêm sendo suscitadas em torno do ensino de Sociologia na Educação Básica: questões relacionadas à prática pedagógica e de cunho epistemológico. Influenciadas pela crítica pós-colonial, tais questões observam o fato de a Sociologia ser um conhecimento acadêmico forjado na Europa a partir de uma epistéme local e parcial. Deslocando a noção da Sociologia - enquanto ciência moderna que pensa a si mesma como conhecimento universal - é possível levantar uma série de indagações que evidenciem as ausências que têm sido produzidas pela teoria sociológica e pelo seu ensino. O foco deste artigo é contribuir para o exame da relação do ensino de Sociologia com os chamados estudos pós-coloniais, tendo como base o currículo escolar. Considera-se que as demandas políticas por reconhecimento da diferença, em termos culturais, territoriais e epistemológicos, e as insurgências de grupos e movimentos sociais, postas há décadas no Brasil, têm impactado a formulação de políticas públicas, entre as quais, políticas curriculares em Educação.Universidade Federal de Santa Catarina2015-12-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/emtese/article/view/1806-5023.2015v12n2p4610.5007/1806-5023.2015v12n2p46Em Tese; v. 12 n. 2 (2015); 46-641806-5023reponame:Em Tese (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/emtese/article/view/1806-5023.2015v12n2p46/30821Copyright (c) 2015 Bruno Silva Santos, Erica Aparecida Kawakamiinfo:eu-repo/semantics/openAccessSantos, Bruno SilvaKawakami, Erica Aparecida2018-11-12T08:55:51Zoai:periodicos.ufsc.br:article/40591Revistahttps://periodicos.ufsc.br/index.php/emtese/PUBhttps://periodicos.ufsc.br/index.php/emtese/oaiportaldeperiodicos.bu@contato.ufsc.br||revistaemtese@gmail.com1806-50231806-5023opendoar:2018-11-12T08:55:51Em Tese (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Sociology of education and school knowledge: contributions of postcolonial studies Uma leitura do ensino de sociologia na educação básica: contribuições da crítica pós-colonial |
title |
Sociology of education and school knowledge: contributions of postcolonial studies |
spellingShingle |
Sociology of education and school knowledge: contributions of postcolonial studies Santos, Bruno Silva |
title_short |
Sociology of education and school knowledge: contributions of postcolonial studies |
title_full |
Sociology of education and school knowledge: contributions of postcolonial studies |
title_fullStr |
Sociology of education and school knowledge: contributions of postcolonial studies |
title_full_unstemmed |
Sociology of education and school knowledge: contributions of postcolonial studies |
title_sort |
Sociology of education and school knowledge: contributions of postcolonial studies |
author |
Santos, Bruno Silva |
author_facet |
Santos, Bruno Silva Kawakami, Erica Aparecida |
author_role |
author |
author2 |
Kawakami, Erica Aparecida |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Bruno Silva Kawakami, Erica Aparecida |
description |
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 |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-12-09 |
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.ufsc.br/index.php/emtese/article/view/1806-5023.2015v12n2p46 10.5007/1806-5023.2015v12n2p46 |
url |
https://periodicos.ufsc.br/index.php/emtese/article/view/1806-5023.2015v12n2p46 |
identifier_str_mv |
10.5007/1806-5023.2015v12n2p46 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/emtese/article/view/1806-5023.2015v12n2p46/30821 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2015 Bruno Silva Santos, Erica Aparecida Kawakami info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2015 Bruno Silva Santos, Erica Aparecida Kawakami |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
dc.source.none.fl_str_mv |
Em Tese; v. 12 n. 2 (2015); 46-64 1806-5023 reponame:Em Tese (Florianópolis) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Em Tese (Florianópolis) |
collection |
Em Tese (Florianópolis) |
repository.name.fl_str_mv |
Em Tese (Florianópolis) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
portaldeperiodicos.bu@contato.ufsc.br||revistaemtese@gmail.com |
_version_ |
1797239879093977088 |