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Repensar o currículo como emancipador
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Advisor(s)
Abstract(s)
Se é certo que os estudos curriculares tiveram o condão
de, a partir da análise crítica, chamar a atenção para os
conhecimentos veiculados pelo currículo, acusando-o
de indutor de desigualdades sociais, também é certo
que tal facto nos deixou a nós, estudiosos do currículo,
num impasse relativamente à função da escola, trazendo
à discussão o tipo de conhecimento que ela deve valo rizar: um conhecimento experiencial, de senso comum,
circunscrito às mundividências dos alunos, ou um conhe cimento mais académico e especializado, mesmo que ro tulado de elitista. Esta questão ganha maior significado
num contexto de educação de massas, uma vez que a
ortodoxia curricular entra em choque com a diversida de cultural, sendo por isso apresentada como castradora
na construção de muitas outras identidades pessoais e
sociais. Mas num mundo cada vez mais globalizado e al tamente competitivo, de mudança acelerada a todos os
níveis sob a batuta das tecnologias de informação e co municação, não poderá o currículo ser efetivamente um
instrumento de emancipação?
No one doubts that the curriculum studies had the power, from the critical analysis, to draw the attention onto the knowledge conveyed by the curriculum, ac cusing it of inducing social inequality. But it is also true that we were left, as curriculum specialists, somewhat paralyzed regarding school function, bringing to discus sion the type of knowledge that it should value: either an experiential common sense knowledge, restricted to the worldviews of students, or a more academic and expertise knowledge, even if labeled elitist. This issue is particularly meaningful in a mass education context, since the curriculum orthodoxy clashes with cultural diversity and is therefore presented as castrating the construc tion of many other personal and social identities. But in an increasingly globalized and highly competitive world, of accelerated change at all levels, under the umbrella of information and communication technologies, cannot the curriculum effectively be an instrument of emancipation?
No one doubts that the curriculum studies had the power, from the critical analysis, to draw the attention onto the knowledge conveyed by the curriculum, ac cusing it of inducing social inequality. But it is also true that we were left, as curriculum specialists, somewhat paralyzed regarding school function, bringing to discus sion the type of knowledge that it should value: either an experiential common sense knowledge, restricted to the worldviews of students, or a more academic and expertise knowledge, even if labeled elitist. This issue is particularly meaningful in a mass education context, since the curriculum orthodoxy clashes with cultural diversity and is therefore presented as castrating the construc tion of many other personal and social identities. But in an increasingly globalized and highly competitive world, of accelerated change at all levels, under the umbrella of information and communication technologies, cannot the curriculum effectively be an instrument of emancipation?
Description
Keywords
Currículo castrador Conhecimento e senso-comum Currículo emancipador Castrating curriculum Knowledge and common sense Emancipating curriculum . Faculdade de Ciências Sociais
Pedagogical Context
Citation
Sousa, J. M. (2016). Repensar o currículo como emancipador. Revista Tempos e Espaços em Educação, 9(18), 111-120. doi: 10.20952/revtee.v9i18.4969
Publisher
Universidade Federal de Sergipe