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https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/244586Registro completo de metadatos
| Campo DC | Valor | Lengua/Idioma |
|---|---|---|
| dc.creator | Tavares, Andrezza Maria Batista do Nascimento | - |
| dc.creator | França-Carvalho, Antonia Dalva | - |
| dc.creator | Silva, Bento Duarte da | - |
| dc.date | 2022-09-01 | - |
| dc.date.accessioned | 2023-03-28T20:04:06Z | - |
| dc.date.available | 2023-03-28T20:04:06Z | - |
| dc.identifier | https://periodicos.fclar.unesp.br/rpge/article/view/17129 | - |
| dc.identifier | 10.22633/rpge.v26iesp.4.17129 | - |
| dc.identifier.uri | https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/244586 | - |
| dc.description | This article is the product of a bibliographical research whose objective was to apprehend meanings about Curriculum designations from traditional, critical and post-critical theories, also presenting the Integrated Curriculum for High School with a focus on Professional Education. The study is qualitative in nature and uses literature review and document analysis techniques, inspired by the perspective of socio-historical psychology (AGUIAR; OZELLA, 2013). The review on the topic is anchored in the thinking of Gesser (2002), Saviani (2003), Arroyo (2007), Sacristán (2013), Silva (2005; 2017) and Tavares (2019; 2020), among other Curriculum researchers. . The results reveal that the traditional curriculum consists of an educational vision to achieve the interests of industrial society, whose meaning is linked to control and efficiency; that the critical curriculum has the sense of a field of social contradiction, control and power and that the post-critical curriculum moves from a territory of uncertain knowledge, diversity of meanings and discourses. They also reveal that the integrated curriculum, located at the confluence of the critical and post-critical curriculum, has the meaning of a training path for the integral human development of young people, that is, for their insertion in the job market and, therefore, to be viable, it must have its meaning understood, primarily, by high school teachers. | en-US |
| dc.description | This article is the product of a bibliographical research whose objective was to apprehend meanings about Curriculum designations from traditional, critical and post-critical theories, also presenting the Integrated Curriculum for High School with a focus on Professional Education. The study is qualitative in nature and uses literature review and document analysis techniques, inspired by the perspective of socio-historical psychology (AGUIAR; OZELLA, 2013). The review on the topic is anchored in the thinking of Gesser (2002), Saviani (2003), Arroyo (2007), Sacristán (2013), Silva (2005; 2017) and Tavares (2019; 2020), among other Curriculum researchers. . The results reveal that the traditional curriculum consists of an educational vision to achieve the interests of industrial society, whose meaning is linked to control and efficiency; that the critical curriculum has the sense of a field of social contradiction, control and power and that the post-critical curriculum moves from a territory of uncertain knowledge, diversity of meanings and discourses. They also reveal that the integrated curriculum, located at the confluence of the critical and post-critical curriculum, has the meaning of a training path for the integral human development of young people, that is, for their insertion in the job market and, therefore, to be viable, it must have its meaning understood, primarily, by high school teachers. | es-ES |
| dc.description | O presente artigo é produto de uma pesquisa bibliográfica cujo objetivo foi a apreensão de sentidos sobre as designações de Currículo com base nas teorias tradicional, crítica e pós-crítica, apresentando, também, o Currículo Integrado concebido para o Ensino médio com foco na Educação Profissional. O estudo é de natureza qualitativa e utiliza de técnicas de revisão bibliográfica e análise documental, inspiradas na perspectiva da psicologia sócio-histórica (AGUIAR; OZELLA, 2013). A revisão sobre o assunto ancora-se no pensamento de Gesser (2002), Saviani (2003), Arroyo (2007), Lineusa, (2013), Silva (2005; 2017) e Tavares (2019) Tavares, Santos e Sena Neto (2020), dentre outros pesquisadores do Currículo. Os resultados desvelam que o currículo tradicional consiste em uma visão educativa para o alcance dos interesses da sociedade industrial, cujo sentido vincula-se ao controle e à eficiência; que o currículo crítico tem o sentido de campo de contradição social, controle e poder e que o currículo pós-crítico se move a partir de um território de incerteza cognoscente, de diversidade de significações e de discurso. Revelam, também, que o currículo integrado, situado na confluência do currículo crítico e pós-crítico, tem o sentido de percurso formativo para o desenvolvimento humano integral de jovens, nomedadamente, para a inclusão no mercado de trabalho, e por isso, para ser exequível, deve ter seu sentido compreendido, prioritariamente, pelos professores do ensino médio. | pt-BR |
| dc.format | application/pdf | - |
| dc.format | application/pdf | - |
| dc.format | text/html | - |
| dc.language | por | - |
| dc.language | eng | - |
| dc.publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara | pt-BR |
| dc.relation | https://periodicos.fclar.unesp.br/rpge/article/view/17129/14372 | - |
| dc.relation | https://periodicos.fclar.unesp.br/rpge/article/view/17129/14373 | - |
| dc.relation | https://periodicos.fclar.unesp.br/rpge/article/view/17129/14374 | - |
| dc.rights | Copyright (c) 2022 Revista on line de Política e Gestão Educacional | pt-BR |
| dc.rights | https://creativecommons.org/licenses/by-nc-sa/4.0 | pt-BR |
| dc.source | Revista on line de Política e Gestão Educacional; (2022) v . 26, n. esp. 4, set. - Políticas Educacionais – pensando o ensino em tempos de crise; e022114 | pt-BR |
| dc.source | 1519-9029 | - |
| dc.source | 10.22633/rpge.v26iesp.4 | - |
| dc.subject | Curriculum theories | en-US |
| dc.subject | Professional education | en-US |
| dc.subject | Integrated curriculum | en-US |
| dc.subject | Teorías curriculares | es-ES |
| dc.subject | Educación profesional | es-ES |
| dc.subject | Currículo integrado | es-ES |
| dc.subject | Teorias curriculares | pt-BR |
| dc.subject | Educação profissional | pt-BR |
| dc.subject | Currículo integrado | pt-BR |
| dc.title | Curriculum designations: Appreciating its meanings in different theorizations | en-US |
| dc.title | Designaciones curriculares: Evaluando sus significados en diferentes teorizaciones | es-ES |
| dc.title | Designações de currículo: Apreendendo seus sentidos em distintas teorizações | pt-BR |
| dc.type | info:eu-repo/semantics/article | - |
| dc.type | info:eu-repo/semantics/publishedVersion | - |
| Aparece en las colecciones: | Faculdade de Ciências e Letras-Unesp - FCL/CAr - Cosecha | |
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