THE SCHOOL CURRICULUM FROM A HISTORIC-CRITICAL FOCUS: ONTOLOGICAL, EPISTEMOLOGICAL, ETHICAL-POLITICAL AND PEDAGOGICAL ASPECTS
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Data
2020-12-01
Autores
Martins, Ligia Marcia [UNESP]
Pasqualini, Juliana Campregher [UNESP]
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Editor
Univ Estadual Paulista Julio Mesquita Filho, Fac Ciencias & Tecnologia
Resumo
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.
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school curriculum, critical-historical pedagogy, cultural-historical psychology
Como citar
Nuances-estudos Sobre Educacao. Presidente Prudente: Univ Estadual Paulista Julio Mesquita Filho, Fac Ciencias & Tecnologia, v. 31, 16 p., 2020.