The meaning of knowledge in the school curriculum of instrument of adaptation to the process of humanization: Contributions of freirian thought

Detalhes bibliográficos
Autor(a) principal: Oliveira, Raimundo Nonato Moura
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista @mbienteeducação
Texto Completo: https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1182
Resumo: This article analyzes the dimensions and less evident meanings of knowledge that is foreseen for the Brazilian public school by current curricular reforms. Although the management of this knowledge made in the school seems obvious, given the veracity of the diagnosis, the analysis of how this process is effective does not seem clear. The theoretical discussions undertaken in the investigation result from bibliographic research of historical-dialectical character, carried out from the reading of legal documents and literature that discusses curricular policies of basic education in Brazil. The results indicate that school knowledge acts as a mechanism for controlling and adapting students to the new market order of work, marked by the imperatives of capital. In the contrapart of this proposal, we discuss, in the light of Freirian thought, the urgency of socialization of knowledge in the school curriculum as a social force of liberation at the service of the humanization process, with a view to overcoming socioeducational inequality.
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spelling The meaning of knowledge in the school curriculum of instrument of adaptation to the process of humanization: Contributions of freirian thoughtEl significado del conocimiento en el currículo escolar de instrumento de adaptación al proceso de humanización: Aportes del pensamiento freirianoO sentido do conhecimento no currículo escolar de instrumento de adaptação ao processo de humanização: Contribuições do pensamento freirianoPaulo FreireKnowledgeCurriculumHumanizationPaulo FreireConocimientoCurrículoHumanizaciónPaulo FreireConhecimentoCurrículoHumanizaçãoThis article analyzes the dimensions and less evident meanings of knowledge that is foreseen for the Brazilian public school by current curricular reforms. Although the management of this knowledge made in the school seems obvious, given the veracity of the diagnosis, the analysis of how this process is effective does not seem clear. The theoretical discussions undertaken in the investigation result from bibliographic research of historical-dialectical character, carried out from the reading of legal documents and literature that discusses curricular policies of basic education in Brazil. The results indicate that school knowledge acts as a mechanism for controlling and adapting students to the new market order of work, marked by the imperatives of capital. In the contrapart of this proposal, we discuss, in the light of Freirian thought, the urgency of socialization of knowledge in the school curriculum as a social force of liberation at the service of the humanization process, with a view to overcoming socioeducational inequality.Este artículo analiza las dimensiones y significados menos evidentes del conocimiento que se prevé para la escuela pública brasileña por las reformas curriculares actuales. Aunque la gestión de este conocimiento realizada en la escuela parezca obvia, dada la veracidad del diagnóstico, el análisis de cómo se lleva a cabo este proceso no parece claro. Las discusiones teóricas realizadas en la investigación resultan de investigaciones bibliográficas de carácter histórico-dialéctico, realizadas a partir de la lectura de documentos jurídicos y literatura que discute las políticas curriculares de la educación básica en Brasil. Los resultados indican que el conocimiento escolar actúa como un mecanismo de control y adaptación de los estudiantes al nuevo orden de trabajo del mercado, marcado por los imperativos del capital. En la contraparte de esta propuesta, discutimos, a la luz del pensamiento Freiriano, la urgencia de la socialización del conocimiento en el currículo escolar como fuerza social de liberación al servicio del proceso de humanización, con miras a superar la desigualdad socioeducativa.Este artigo analisa as dimensões e os significados menos evidentes do conhecimento que é previsto para a escola pública brasileira pelas reformas curriculares atuais. Ainda que a gestão desse conhecimento feita na escola pareça óbvia, dada a veracidade do diagnóstico, a análise de como se efetiva esse processo não parece clara. As discussões teóricas empreendidas na investigação resultam de pesquisa bibliográfica de caráter histórico-dialético, realizada a partir da leitura de documentos legais e da literatura que discute políticas curriculares de educação básica no Brasil. Os resultados apontam que o conhecimento escolar atua como mecanismo de controle e de adaptação dos educandos à nova ordem mercadológica de trabalho, marcada pelos imperativos do capital. Na contramão dessa proposta, discutimos, à luz do pensamento freiriano, a urgência de socialização do conhecimento no currículo escolar como uma força social de libertação a serviço do processo de humanização, com vista à superação da desigualdade socioeducacional.Universidade Cidade de São Paulo2022-12-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/htmlhttps://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/118210.26843/ae.v15i00.1182Revista @mbienteeducação; (2022) v. 15, Publicação Contínua; e0220151982-863210.26843/ae.v15i00reponame:Revista @mbienteeducaçãoinstname:Universidade Cidade de São Paulo (UNICID)instacron:UNICIDporenghttps://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1182/985https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1182/986https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1182/987Copyright (c) 2022 Raimundo Nonato Moura Oliveirainfo:eu-repo/semantics/openAccessOliveira, Raimundo Nonato Moura2022-12-27T01:54:46Zoai:ojs.pkp.sfu.ca:article/1182Revistahttp://publicacoes.unicid.edu.br/index.php/ambienteeducacao/oai1982-86321982-8632opendoar:2022-12-27T01:54:46Revista @mbienteeducação - Universidade Cidade de São Paulo (UNICID)false
dc.title.none.fl_str_mv The meaning of knowledge in the school curriculum of instrument of adaptation to the process of humanization: Contributions of freirian thought
El significado del conocimiento en el currículo escolar de instrumento de adaptación al proceso de humanización: Aportes del pensamiento freiriano
O sentido do conhecimento no currículo escolar de instrumento de adaptação ao processo de humanização: Contribuições do pensamento freiriano
title The meaning of knowledge in the school curriculum of instrument of adaptation to the process of humanization: Contributions of freirian thought
spellingShingle The meaning of knowledge in the school curriculum of instrument of adaptation to the process of humanization: Contributions of freirian thought
Oliveira, Raimundo Nonato Moura
Paulo Freire
Knowledge
Curriculum
Humanization
Paulo Freire
Conocimiento
Currículo
Humanización
Paulo Freire
Conhecimento
Currículo
Humanização
title_short The meaning of knowledge in the school curriculum of instrument of adaptation to the process of humanization: Contributions of freirian thought
title_full The meaning of knowledge in the school curriculum of instrument of adaptation to the process of humanization: Contributions of freirian thought
title_fullStr The meaning of knowledge in the school curriculum of instrument of adaptation to the process of humanization: Contributions of freirian thought
title_full_unstemmed The meaning of knowledge in the school curriculum of instrument of adaptation to the process of humanization: Contributions of freirian thought
title_sort The meaning of knowledge in the school curriculum of instrument of adaptation to the process of humanization: Contributions of freirian thought
author Oliveira, Raimundo Nonato Moura
author_facet Oliveira, Raimundo Nonato Moura
author_role author
dc.contributor.author.fl_str_mv Oliveira, Raimundo Nonato Moura
dc.subject.por.fl_str_mv Paulo Freire
Knowledge
Curriculum
Humanization
Paulo Freire
Conocimiento
Currículo
Humanización
Paulo Freire
Conhecimento
Currículo
Humanização
topic Paulo Freire
Knowledge
Curriculum
Humanization
Paulo Freire
Conocimiento
Currículo
Humanización
Paulo Freire
Conhecimento
Currículo
Humanização
description This article analyzes the dimensions and less evident meanings of knowledge that is foreseen for the Brazilian public school by current curricular reforms. Although the management of this knowledge made in the school seems obvious, given the veracity of the diagnosis, the analysis of how this process is effective does not seem clear. The theoretical discussions undertaken in the investigation result from bibliographic research of historical-dialectical character, carried out from the reading of legal documents and literature that discusses curricular policies of basic education in Brazil. The results indicate that school knowledge acts as a mechanism for controlling and adapting students to the new market order of work, marked by the imperatives of capital. In the contrapart of this proposal, we discuss, in the light of Freirian thought, the urgency of socialization of knowledge in the school curriculum as a social force of liberation at the service of the humanization process, with a view to overcoming socioeducational inequality.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-26
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://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1182
10.26843/ae.v15i00.1182
url https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1182
identifier_str_mv 10.26843/ae.v15i00.1182
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1182/985
https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1182/986
https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1182/987
dc.rights.driver.fl_str_mv Copyright (c) 2022 Raimundo Nonato Moura Oliveira
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Raimundo Nonato Moura Oliveira
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Cidade de São Paulo
publisher.none.fl_str_mv Universidade Cidade de São Paulo
dc.source.none.fl_str_mv Revista @mbienteeducação; (2022) v. 15, Publicação Contínua; e022015
1982-8632
10.26843/ae.v15i00
reponame:Revista @mbienteeducação
instname:Universidade Cidade de São Paulo (UNICID)
instacron:UNICID
instname_str Universidade Cidade de São Paulo (UNICID)
instacron_str UNICID
institution UNICID
reponame_str Revista @mbienteeducação
collection Revista @mbienteeducação
repository.name.fl_str_mv Revista @mbienteeducação - Universidade Cidade de São Paulo (UNICID)
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