THE SCHOOL CURRICULUM FROM A HISTORIC-CRITICAL FOCUS: ONTOLOGICAL, EPISTEMOLOGICAL, ETHICAL-POLITICAL AND PEDAGOGICAL ASPECTS

• Autor(a) principal: Martins, Ligia Marcia [UNESP]
• Data de Publicação: 2020
• Outros Autores: Pasqualini, Juliana Campregher [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.32930/nuances.v31iesp.1.8280; http://hdl.handle.net/11449/209790
• topic: school curriculum; critical-historical pedagogy; cultural-historical psychology

School curriculum is the objet of theoretical analysis in this paper. In the light of critical-historical-psychology, it is characterized as a tool of the educational practice aimed at the omnilateral development of pupils. Its ontological, epistemological and ethical-political aspects are examined in the first part of the paper; in the sequence, the discussion is directed to the pedagogical scope, focusing on developmental teaching, its requirements and results. The nature of the knowledge to be converted into subject-matter contents is discussed with the perspective of formation of rigorously abstract thinking, understood as a condition for the effective intelligibility of the real. The process of formation of conceptual systems that surpass the representational apprehension of reality is, therefore, addressed.