Curriculum and Knowledge in the Perspective of Integral Education
This article relates the concepts of curriculum and school knowledge, conferring centrality on schools’ and teachers’ work in the process of re-contextualizing what constitutes the pedagogical discourse. By assuming a perspective of in-progress curriculum, the study seeks to highlight the meaning of...
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2016 |
| Country: | Brasil |
| Institution: | Centro de Estudos e Pesquisa em Educação, Cultura e Ação Comunitária (CENPEC) |
| Repository: | Cadernos Cenpec (Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.www.cadernos.cenpec.org.br:article/347 |
| Online Access: | https://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/347 |
| Access Level: | Open access |
| Keyword: | Curriculum. School knowledge. Integral education. Currículo. Conocimiento escolar. Educación integral. Currículo. Conhecimento escolar. Educação integral. |
| Summary: | This article relates the concepts of curriculum and school knowledge, conferring centrality on schools’ and teachers’ work in the process of re-contextualizing what constitutes the pedagogical discourse. By assuming a perspective of in-progress curriculum, the study seeks to highlight the meaning of curricular changes – such as the ones related to increasing teachers’ and students hours in school – to the schooling of new generations. Therefore, we highlight a view of the school as a space for widening the possibilities of understanding the world on different foundations than those available in other contexts of socialization, as well as the centrality of schools’ pedagogical project as a guideline to broaden the curriculum in an integral education perspective. |
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