Between structures and pieces: implications of modernity in school

Detalhes bibliográficos
Autor(a) principal: Balbinotti Zangrande, Helen Junara
Data de Publicação: 2021
Outros Autores: Pagliosa Corona, Hieda Maria, Rubin-Oliveira, Marlize, Teixeira, Edival Sebastião
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Ciência e Cultura
Texto Completo: https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/6730
Resumo: The current school is none other than that produced by modernity, sustained in large part by Cartesian thought with its promises and parameters to solve the problems of humanity, through the exploration of nature. Modern thinking is linear, dichotomous, and disjunctive, in which the relationship between being and thinking takes the form of more or less logical and hierarchical sequences. The modern reason is Eurocentric, violent, developmental, hegemonic, seen by Dussel (2005) as a machine of devastation. Nowadays, neoliberal globalization and its consequent exaggeration of individualism are associated, which erodes social groups and worldviews that do not follow what this rationality indicates. As a consequence, those who fight for a school that provides all the benefits of knowledge, come up against norms and colonizing processes. Thus, if what is intended is to break with the hegemonic paradigm that structures the current school, it is necessary to embrace a process of difficult and slow change, more than the educational reform projects postulate.
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spelling Between structures and pieces: implications of modernity in schoolEntre estruturas e pedaços: implicações da modernidade na escolaModernity; School; Knowledge; Relations.Educação; Ciências SociaisModernidade; Escola; Conhecimento; Relações.The current school is none other than that produced by modernity, sustained in large part by Cartesian thought with its promises and parameters to solve the problems of humanity, through the exploration of nature. Modern thinking is linear, dichotomous, and disjunctive, in which the relationship between being and thinking takes the form of more or less logical and hierarchical sequences. The modern reason is Eurocentric, violent, developmental, hegemonic, seen by Dussel (2005) as a machine of devastation. Nowadays, neoliberal globalization and its consequent exaggeration of individualism are associated, which erodes social groups and worldviews that do not follow what this rationality indicates. As a consequence, those who fight for a school that provides all the benefits of knowledge, come up against norms and colonizing processes. Thus, if what is intended is to break with the hegemonic paradigm that structures the current school, it is necessary to embrace a process of difficult and slow change, more than the educational reform projects postulate.A escola atual não é outra que a produzida pela modernidade, sustentada em grande parte pelo pensamento cartesiano com suas promessas e parâmetros para resolver os problemas da humanidade, por meio da exploração da natureza. O pensamento moderno é linear, dicotômico e disjuntivo, no qual a relação entre o ser e pensar se apresenta na forma de sequências mais ou menos lógicas e hierarquizadas. A razão moderna é eurocêntrica, violenta, desenvolvimentista, hegemônica, tida por Dussel (2005) como uma máquina de devastação. Nos dias atuais, se associa a globalização neoliberal e sua consequente exacerbação do individualismo, que erode grupos sociais e concepções de mundo que não seguem o que indica esta racionalidade. Como consequência, os que labutam por uma escola que propicie à todos os benefícios do conhecimento se esbarram em normas e processos colonizadores. Assim, se o que se pretende é romper com o paradigma hegemônico que estrutura a escola atual, se faz necessário abraçar um processo de mudança difícil e lento, mais do que os projetos de reforma educativa postulam. Universidade LaSalle - Unilasalle CanoasBalbinotti Zangrande, Helen JunaraPagliosa Corona, Hieda MariaRubin-Oliveira, MarlizeTeixeira, Edival Sebastião2021-04-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unilasalle.edu.br/index.php/Educacao/article/view/673010.18316/recc.v26i1.6730Educação, Ciência e Cultura; v. 26, n. 1 (2021); p. 01-142236-6377reponame:Revista Educação Ciência e Culturainstname:Universidade La Salle (UNILASALLE)instacron:UNILASALLEporhttps://revistas.unilasalle.edu.br/index.php/Educacao/article/view/6730/pdfDireitos autorais 2021 Educação, Ciência e Culturainfo:eu-repo/semantics/openAccess2022-06-06T12:57:02Zoai:ojs.revistas.unilasalle.edu.br:article/6730Revistahttps://revistas.unilasalle.edu.br/index.php/Educacao/indexONGhttps://revistas.unilasalle.edu.br/index.php/Educacao/oairevistas@unilasalle.edu.br||revista.educacao@unilasalle.edu.br2236-63772238-7293opendoar:2022-06-06T12:57:02Revista Educação Ciência e Cultura - Universidade La Salle (UNILASALLE)false
dc.title.none.fl_str_mv Between structures and pieces: implications of modernity in school
Entre estruturas e pedaços: implicações da modernidade na escola
title Between structures and pieces: implications of modernity in school
spellingShingle Between structures and pieces: implications of modernity in school
Balbinotti Zangrande, Helen Junara
Modernity; School; Knowledge; Relations.
Educação; Ciências Sociais
Modernidade; Escola; Conhecimento; Relações.
title_short Between structures and pieces: implications of modernity in school
title_full Between structures and pieces: implications of modernity in school
title_fullStr Between structures and pieces: implications of modernity in school
title_full_unstemmed Between structures and pieces: implications of modernity in school
title_sort Between structures and pieces: implications of modernity in school
author Balbinotti Zangrande, Helen Junara
author_facet Balbinotti Zangrande, Helen Junara
Pagliosa Corona, Hieda Maria
Rubin-Oliveira, Marlize
Teixeira, Edival Sebastião
author_role author
author2 Pagliosa Corona, Hieda Maria
Rubin-Oliveira, Marlize
Teixeira, Edival Sebastião
author2_role author
author
author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Balbinotti Zangrande, Helen Junara
Pagliosa Corona, Hieda Maria
Rubin-Oliveira, Marlize
Teixeira, Edival Sebastião
dc.subject.none.fl_str_mv
dc.subject.por.fl_str_mv Modernity; School; Knowledge; Relations.
Educação; Ciências Sociais
Modernidade; Escola; Conhecimento; Relações.
topic Modernity; School; Knowledge; Relations.
Educação; Ciências Sociais
Modernidade; Escola; Conhecimento; Relações.
description The current school is none other than that produced by modernity, sustained in large part by Cartesian thought with its promises and parameters to solve the problems of humanity, through the exploration of nature. Modern thinking is linear, dichotomous, and disjunctive, in which the relationship between being and thinking takes the form of more or less logical and hierarchical sequences. The modern reason is Eurocentric, violent, developmental, hegemonic, seen by Dussel (2005) as a machine of devastation. Nowadays, neoliberal globalization and its consequent exaggeration of individualism are associated, which erodes social groups and worldviews that do not follow what this rationality indicates. As a consequence, those who fight for a school that provides all the benefits of knowledge, come up against norms and colonizing processes. Thus, if what is intended is to break with the hegemonic paradigm that structures the current school, it is necessary to embrace a process of difficult and slow change, more than the educational reform projects postulate.
publishDate 2021
dc.date.none.fl_str_mv 2021-04-09
dc.type.none.fl_str_mv

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://revistas.unilasalle.edu.br/index.php/Educacao/article/view/6730
10.18316/recc.v26i1.6730
url https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/6730
identifier_str_mv 10.18316/recc.v26i1.6730
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/6730/pdf
dc.rights.driver.fl_str_mv Direitos autorais 2021 Educação, Ciência e Cultura
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2021 Educação, Ciência e Cultura
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade LaSalle - Unilasalle Canoas
publisher.none.fl_str_mv Universidade LaSalle - Unilasalle Canoas
dc.source.none.fl_str_mv Educação, Ciência e Cultura; v. 26, n. 1 (2021); p. 01-14
2236-6377
reponame:Revista Educação Ciência e Cultura
instname:Universidade La Salle (UNILASALLE)
instacron:UNILASALLE
instname_str Universidade La Salle (UNILASALLE)
instacron_str UNILASALLE
institution UNILASALLE
reponame_str Revista Educação Ciência e Cultura
collection Revista Educação Ciência e Cultura
repository.name.fl_str_mv Revista Educação Ciência e Cultura - Universidade La Salle (UNILASALLE)
repository.mail.fl_str_mv revistas@unilasalle.edu.br||revista.educacao@unilasalle.edu.br
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