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Matética, pedagogia e o papel que ainda não têm nos estudos curriculares
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Abstract(s)
O artigo procura compreender a razão pela qual Pinar (2005) considera que a pedagogia (pedagogy) e o papel dos professores beneficiam de um estatuto inflacionado nos estudos curriculares, que precisa de ser ajustado (apesar da dificuldade da tarefa), sendo a chave dessa compreensão o significado de pedagogia na cultura anglo-americana. Com a ajuda de Hamilton (1993, 1999), o artigo estabelece uma relação entre pedagogia e didática, respetivamente nas culturas anglo-americana e europeia. Como exemplo para a compreensão do que é pedagogia, apresenta-se o construcionismo de Papert, mostrando como ela pouco tem a ver com didática, tornando evidente que, caso Pinar se tivesse exprimido em língua portuguesa, teria considerado que o que está efetivamente inflacionado nos estudos curriculares é a didática, devendo essa inflação ser corrigida.
The article seeks to understand why Pinar (2005) considers that pedagogy and the role of teachers benefit from an inflated status in curriculum studies, which needs to be adjusted (despite the difficulty of the task), being the key to this understanding the meaning of pedagogy in Anglo-American culture. With the help of Hamilton (1993, 1999), the article establishes a relationship between pedagogy and didactics, respectively in Anglo-American and European cultures. As an example for the understanding of what is pedagogy, Papert’s constructionism is addressed, showing how it has little to do with didactics, and making it evident that, had Pinar expressed himself in Portuguese, he would have considered that what is effectively inflated in curriculum studies is didactics, and this inflation should be corrected.
The article seeks to understand why Pinar (2005) considers that pedagogy and the role of teachers benefit from an inflated status in curriculum studies, which needs to be adjusted (despite the difficulty of the task), being the key to this understanding the meaning of pedagogy in Anglo-American culture. With the help of Hamilton (1993, 1999), the article establishes a relationship between pedagogy and didactics, respectively in Anglo-American and European cultures. As an example for the understanding of what is pedagogy, Papert’s constructionism is addressed, showing how it has little to do with didactics, and making it evident that, had Pinar expressed himself in Portuguese, he would have considered that what is effectively inflated in curriculum studies is didactics, and this inflation should be corrected.
Description
Keywords
Matética Pedagogia Estudos curriculares Mathetics Pedagogy Curriculum studies . Faculdade de Ciências Sociais
Citation
Fino, C. N. (2017). Matética, pedagogia e o papel que ainda não têm nos estudos curriculares. Revista Tempos e Espaços em Educação, 10(23), 27-36.
Publisher
Universidade Federal de Sergipe