THE COMPLEXITY IN THE DAILY SCHOOL
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Travessias (Cascavel. Online) |
Texto Completo: | https://e-revista.unioeste.br/index.php/travessias/article/view/2764 |
Resumo: | This article tries to be in the "amongplaces" in this and that, in the microand macro, wary of epistemological legacy of Eurocentrism, which prevents us fromunderstanding the world from it´s social diversity. The current paradigm still in the dailyschool that act on the curriculum, inspired in the classical scientific rationality,protagonisting the subordination of knowledge, the trend to uniformity and the denial ofcultural diversity. These rancids are still present in the daily school of ChildhoodEducation, with the prospect that it is illusory to teach everything to everyone, at the sametime, in the order of contents and the ages, a project of unified curriculum. In the trajectoryof the history of education, which meet the theological knowledge, science and philosophy, we are challenged to problematize the representations constructed in the educational field,including the child understood as an adult in miniature, perhaps more than that, encourageothers questions. |
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THE COMPLEXITY IN THE DAILY SCHOOLA COMPLEXIDADE NO COTIDIANO ESCOLARRevolução CientíficaTeoria da ComplexidadePedagogia.This article tries to be in the "amongplaces" in this and that, in the microand macro, wary of epistemological legacy of Eurocentrism, which prevents us fromunderstanding the world from it´s social diversity. The current paradigm still in the dailyschool that act on the curriculum, inspired in the classical scientific rationality,protagonisting the subordination of knowledge, the trend to uniformity and the denial ofcultural diversity. These rancids are still present in the daily school of ChildhoodEducation, with the prospect that it is illusory to teach everything to everyone, at the sametime, in the order of contents and the ages, a project of unified curriculum. In the trajectoryof the history of education, which meet the theological knowledge, science and philosophy, we are challenged to problematize the representations constructed in the educational field,including the child understood as an adult in miniature, perhaps more than that, encourageothers questions.Este artigo tenta situar-se no “entrelugar3”, no isto e no aquilo, no micro e no macro, desconfiando do legado epistemológico do eurocentrismo, que nos impede decompreender o mundo a partir de sua diversidade social. O paradigma ainda vigente nocotidiano escolar e que atua no currículo, inspirou-se na racionalidade científica clássica,protagonizando a subalternização dos saberes, a tendência à homogeneidade e a negação dadiversidade cultural. Estes ransos ainda estão presentes no cotidiano escolar da EducaçãoInfantil, com a perspectiva ilusória de que é possível ensinar tudo a todos,simultaneamente, na ordenação dos conteúdos e dos tempos, num projeto de currículounificado. Na trajetória da história da educação, em que confluem o conhecimentoteológico, a ciência e a filosofia, somos desafiados a problematizar as representaçõesconstruídas no campo educacional, inclusive a da criança entendida como um adulto emminiatura, talvez mais do que isso, fomentar outras questões.Unioeste2007-12-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://e-revista.unioeste.br/index.php/travessias/article/view/2764Travessias; Vol. 1 No. 1 (2007)Travessias; Vol. 1 Núm. 1 (2007)Travessias; v. 1 n. 1 (2007)1982-5935reponame:Travessias (Cascavel. Online)instname:Universidade Estadual do Oeste do Paraná (Unioeste)instacron:Unioesteporhttps://e-revista.unioeste.br/index.php/travessias/article/view/2764/2160Copyright (c) 2007 Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob CC-BY-NC-SA 4.0 que permite o compartilhamento do trabalho com indicação da autoria e publicação inicial nesta revistainfo:eu-repo/semantics/openAccessda Silva, Anderson Rochade Souza, Cristiana Callai2021-05-25T09:16:45Zoai:ojs.e-revista.unioeste.br:article/2764Revistahttps://e-revista.unioeste.br/index.php/travessiasPUBhttps://e-revista.unioeste.br/index.php/travessias/oairevista.travessias@unioeste.br1982-59351982-5935opendoar:2021-05-25T09:16:45Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (Unioeste)false |
dc.title.none.fl_str_mv |
THE COMPLEXITY IN THE DAILY SCHOOL A COMPLEXIDADE NO COTIDIANO ESCOLAR |
title |
THE COMPLEXITY IN THE DAILY SCHOOL |
spellingShingle |
THE COMPLEXITY IN THE DAILY SCHOOL da Silva, Anderson Rocha Revolução Científica Teoria da Complexidade Pedagogia. |
title_short |
THE COMPLEXITY IN THE DAILY SCHOOL |
title_full |
THE COMPLEXITY IN THE DAILY SCHOOL |
title_fullStr |
THE COMPLEXITY IN THE DAILY SCHOOL |
title_full_unstemmed |
THE COMPLEXITY IN THE DAILY SCHOOL |
title_sort |
THE COMPLEXITY IN THE DAILY SCHOOL |
author |
da Silva, Anderson Rocha |
author_facet |
da Silva, Anderson Rocha de Souza, Cristiana Callai |
author_role |
author |
author2 |
de Souza, Cristiana Callai |
author2_role |
author |
dc.contributor.author.fl_str_mv |
da Silva, Anderson Rocha de Souza, Cristiana Callai |
dc.subject.por.fl_str_mv |
Revolução Científica Teoria da Complexidade Pedagogia. |
topic |
Revolução Científica Teoria da Complexidade Pedagogia. |
description |
This article tries to be in the "amongplaces" in this and that, in the microand macro, wary of epistemological legacy of Eurocentrism, which prevents us fromunderstanding the world from it´s social diversity. The current paradigm still in the dailyschool that act on the curriculum, inspired in the classical scientific rationality,protagonisting the subordination of knowledge, the trend to uniformity and the denial ofcultural diversity. These rancids are still present in the daily school of ChildhoodEducation, with the prospect that it is illusory to teach everything to everyone, at the sametime, in the order of contents and the ages, a project of unified curriculum. In the trajectoryof the history of education, which meet the theological knowledge, science and philosophy, we are challenged to problematize the representations constructed in the educational field,including the child understood as an adult in miniature, perhaps more than that, encourageothers questions. |
publishDate |
2007 |
dc.date.none.fl_str_mv |
2007-12-11 |
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://e-revista.unioeste.br/index.php/travessias/article/view/2764 |
url |
https://e-revista.unioeste.br/index.php/travessias/article/view/2764 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://e-revista.unioeste.br/index.php/travessias/article/view/2764/2160 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Unioeste |
publisher.none.fl_str_mv |
Unioeste |
dc.source.none.fl_str_mv |
Travessias; Vol. 1 No. 1 (2007) Travessias; Vol. 1 Núm. 1 (2007) Travessias; v. 1 n. 1 (2007) 1982-5935 reponame:Travessias (Cascavel. Online) instname:Universidade Estadual do Oeste do Paraná (Unioeste) instacron:Unioeste |
instname_str |
Universidade Estadual do Oeste do Paraná (Unioeste) |
instacron_str |
Unioeste |
institution |
Unioeste |
reponame_str |
Travessias (Cascavel. Online) |
collection |
Travessias (Cascavel. Online) |
repository.name.fl_str_mv |
Travessias (Cascavel. Online) - Universidade Estadual do Oeste do Paraná (Unioeste) |
repository.mail.fl_str_mv |
revista.travessias@unioeste.br |
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