Epistemological history of science or history of the teaching of knowledge and school disciplines? a reading from pedagogical knowledge: a reading from pedagogical knowledge
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2020 |
| Outros Autores: | , |
| Tipo de documento: | Artigo |
| Idioma: | spa eng |
| Título da fonte: | ETD - Educação Temática Digital |
| Texto Completo: | https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8660150 |
Resumo: | The purpose of the article is to analyze some of the knowledge relationships that are woven between the studies of the Anglo-Saxon curriculum, the school disciplines of French origin and the history of knowledge and school disciplines of Colombian origin based on the methodological notion of pedagogical knowledge. Methodologically, thematic reading was used as a strategy that allowed discursive analysis to be carried out based on the pedagogy, science and knowledge series in each of the three historical traditions. As results, some reflections of the conceptual order are presented that allow configuring a field of knowledge around the teaching of knowledge and school disciplines. In conclusion, from the perspective of historical-pedagogical studies, the political effects of the constitution of the teacher as a professional of teaching in the contemporary world are questioned. |
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Epistemological history of science or history of the teaching of knowledge and school disciplines? a reading from pedagogical knowledge: a reading from pedagogical knowledge¿Historia epistemológica de la ciencia o historia de la enseñanza de los saberes y las disciplinas escolares? : una lectura desde el saber pedagógicoHistória epistemológica da ciência ou história do ensino dos saberes e das disciplinas escolares? : uma leitura do saber pedagógicoTeacherPedagogyKnowledgedisciplineSchoolScienceProfessorPedagogiaSaberDisciplinaEscolaCiênciaMaestroPedagogíaSaberDisciplinaEscuelaCiênciaThe purpose of the article is to analyze some of the knowledge relationships that are woven between the studies of the Anglo-Saxon curriculum, the school disciplines of French origin and the history of knowledge and school disciplines of Colombian origin based on the methodological notion of pedagogical knowledge. Methodologically, thematic reading was used as a strategy that allowed discursive analysis to be carried out based on the pedagogy, science and knowledge series in each of the three historical traditions. As results, some reflections of the conceptual order are presented that allow configuring a field of knowledge around the teaching of knowledge and school disciplines. In conclusion, from the perspective of historical-pedagogical studies, the political effects of the constitution of the teacher as a professional of teaching in the contemporary world are questioned.El artículo tiene por objeto analizar algunas de las relaciones de saber que se tejen entre los estudios del curriculum de corte anglosajón, las disciplinas escolares de procedencia francés y la historia de los saberes y las disciplinas escolares de origen colombiano a partir de la noción metodológica de saber pedagógico. Metodológicamente se empleó la lectura temática como estrategia que permitió llevar a cabo el análisis discursivo a partir de la serie pedagogía, ciencia y saber en cada una de las tres tradiciones históricas. Como resultados se presentan algunas reflexiones del orden conceptual que permiten ir configurando un campo de saber en torno a la enseñanza de los saberes y las disciplinas escolares. Como conclusiones se problematiza desde la contemporaneidad los efectos políticos que tiene para el maestro su constitución como profesional de la enseñanza a partir de los estudios histórico-pedagógicos. O objetivo deste artigo é analisar algumas das relações de saber tecidas entre os estudos do currículo de procedência anglo-saxã, as disciplinas escolares de origem francesa e a história do conhecimento e das disciplinas escolares de origem colombiana, com base na noção metodológica de saber pedagógico. Metodologicamente, a leitura temática foi utilizada como estratégia que permitiu a análise discursiva com base nas séries de pedagogia, ciência e saber de cada uma das três tradições históricas. Como resultados, são apresentadas algumas reflexões da ordem conceitual que permitem configurar um campo de saber em torno do ensino dos saberes e das disciplinas escolares. Como conclusão, desde a perspectiva dos estudos histórico-pedagógicos, se problematizam os efeitos políticos da constituição do professor como profissional do ensino na contemporaneidadeUniversidade Estadual de Campinas2020-11-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresTextoTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/866015010.20396/etd.v22i4.8660150ETD - Educação Temática Digital; v. 22 n. 4 (2020): Cultura, Saberes y Disciplinas Escolares en Iberoamerica - Cultura, Saberes e Disciplinas Escolares na Ibero-América; 856-872ETD - Educação Temática Digital; Vol. 22 No. 4 (2020): Culture, Knowledge and School Disciplines in Ibero-America - Cultura, Saberes e Disciplinas Escolares na Ibero-América; 856-872ETD - Educação Temática Digital; Vol. 22 Núm. 4 (2020): Cultura, Saberes y Disciplinas Escolares en Iberoamerica - Cultura, Saberes e Disciplinas Escolares na Ibero-América; 856-8721676-2592reponame:ETD - Educação Temática Digitalinstname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPspaenghttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8660150/23174https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8660150/27721Colombia; ContemporaryColombia; ContemporáneoColômbia; ContemporâneoCopyright (c) 2020 ETD - Educação Temática Digitalhttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessRíos Beltrán , RafaelZuluaga Garcés, Olga Lucía Martínez Velasco, Miguel Ángel2021-12-20T15:39:24Zoai:ojs.periodicos.sbu.unicamp.br:article/8660150Revistahttp://periodicos.sbu.unicamp.br/ojs/index.php/etdPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/oaippec@unicamp.br||acdiasjr@gmail.com||etd@unicamp.br|| gilbfe@unicamp.br1676-25921676-2592opendoar:2022-11-08T14:25:37.322790ETD - Educação Temática Digital - Universidade Estadual de Campinas (UNICAMP)false |
| dc.title.none.fl_str_mv |
Epistemological history of science or history of the teaching of knowledge and school disciplines? a reading from pedagogical knowledge: a reading from pedagogical knowledge ¿Historia epistemológica de la ciencia o historia de la enseñanza de los saberes y las disciplinas escolares? : una lectura desde el saber pedagógico História epistemológica da ciência ou história do ensino dos saberes e das disciplinas escolares? : uma leitura do saber pedagógico |
| title |
Epistemological history of science or history of the teaching of knowledge and school disciplines? a reading from pedagogical knowledge: a reading from pedagogical knowledge |
| spellingShingle |
Epistemological history of science or history of the teaching of knowledge and school disciplines? a reading from pedagogical knowledge: a reading from pedagogical knowledge Ríos Beltrán , Rafael Teacher Pedagogy Knowledge discipline School Science Professor Pedagogia Saber Disciplina Escola Ciência Maestro Pedagogía Saber Disciplina Escuela Ciência |
| title_short |
Epistemological history of science or history of the teaching of knowledge and school disciplines? a reading from pedagogical knowledge: a reading from pedagogical knowledge |
| title_full |
Epistemological history of science or history of the teaching of knowledge and school disciplines? a reading from pedagogical knowledge: a reading from pedagogical knowledge |
| title_fullStr |
Epistemological history of science or history of the teaching of knowledge and school disciplines? a reading from pedagogical knowledge: a reading from pedagogical knowledge |
| title_full_unstemmed |
Epistemological history of science or history of the teaching of knowledge and school disciplines? a reading from pedagogical knowledge: a reading from pedagogical knowledge |
| title_sort |
Epistemological history of science or history of the teaching of knowledge and school disciplines? a reading from pedagogical knowledge: a reading from pedagogical knowledge |
| author |
Ríos Beltrán , Rafael |
| author_facet |
Ríos Beltrán , Rafael Zuluaga Garcés, Olga Lucía Martínez Velasco, Miguel Ángel |
| author_role |
author |
| author2 |
Zuluaga Garcés, Olga Lucía Martínez Velasco, Miguel Ángel |
| author2_role |
author author |
| dc.contributor.author.fl_str_mv |
Ríos Beltrán , Rafael Zuluaga Garcés, Olga Lucía Martínez Velasco, Miguel Ángel |
| dc.subject.por.fl_str_mv |
Teacher Pedagogy Knowledge discipline School Science Professor Pedagogia Saber Disciplina Escola Ciência Maestro Pedagogía Saber Disciplina Escuela Ciência |
| topic |
Teacher Pedagogy Knowledge discipline School Science Professor Pedagogia Saber Disciplina Escola Ciência Maestro Pedagogía Saber Disciplina Escuela Ciência |
| description |
The purpose of the article is to analyze some of the knowledge relationships that are woven between the studies of the Anglo-Saxon curriculum, the school disciplines of French origin and the history of knowledge and school disciplines of Colombian origin based on the methodological notion of pedagogical knowledge. Methodologically, thematic reading was used as a strategy that allowed discursive analysis to be carried out based on the pedagogy, science and knowledge series in each of the three historical traditions. As results, some reflections of the conceptual order are presented that allow configuring a field of knowledge around the teaching of knowledge and school disciplines. In conclusion, from the perspective of historical-pedagogical studies, the political effects of the constitution of the teacher as a professional of teaching in the contemporary world are questioned. |
| publishDate |
2020 |
| dc.date.none.fl_str_mv |
2020-11-09 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares Texto Texto info:eu-repo/semantics/other |
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article |
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publishedVersion |
| dc.identifier.uri.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8660150 10.20396/etd.v22i4.8660150 |
| url |
https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8660150 |
| identifier_str_mv |
10.20396/etd.v22i4.8660150 |
| dc.language.iso.fl_str_mv |
spa eng |
| language |
spa eng |
| dc.relation.none.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8660150/23174 https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8660150/27721 |
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Copyright (c) 2020 ETD - Educação Temática Digital https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
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Copyright (c) 2020 ETD - Educação Temática Digital https://creativecommons.org/licenses/by-nc-nd/4.0 |
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openAccess |
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application/pdf application/pdf |
| dc.coverage.none.fl_str_mv |
Colombia; Contemporary Colombia; Contemporáneo Colômbia; Contemporâneo |
| dc.publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
| publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
| dc.source.none.fl_str_mv |
ETD - Educação Temática Digital; v. 22 n. 4 (2020): Cultura, Saberes y Disciplinas Escolares en Iberoamerica - Cultura, Saberes e Disciplinas Escolares na Ibero-América; 856-872 ETD - Educação Temática Digital; Vol. 22 No. 4 (2020): Culture, Knowledge and School Disciplines in Ibero-America - Cultura, Saberes e Disciplinas Escolares na Ibero-América; 856-872 ETD - Educação Temática Digital; Vol. 22 Núm. 4 (2020): Cultura, Saberes y Disciplinas Escolares en Iberoamerica - Cultura, Saberes e Disciplinas Escolares na Ibero-América; 856-872 1676-2592 reponame:ETD - Educação Temática Digital instname:Universidade Estadual de Campinas (UNICAMP) instacron:UNICAMP |
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Universidade Estadual de Campinas (UNICAMP) |
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UNICAMP |
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UNICAMP |
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ETD - Educação Temática Digital |
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ETD - Educação Temática Digital - Universidade Estadual de Campinas (UNICAMP) |
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