Didadicts and the classroom experiences from a post-structuralist point ofview
From a post-structuralist point of view, this papper discuss the ditferences betweenthe two moderns paradigms in which the modem pedagogic discourses are framed -the "technicism" and the criticism. This is done in order to show what they have incommon and as a contrast in relation to the n...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Educação & Realidade |
| Idioma: | portugués |
| OAI Identifier: | oai:seer.ufrgs.br:article/71622 |
| Acceso en línea: | https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/71622 |
| Access Level: | acceso abierto |
| Palabra clave: | Crítica pós-estruturalista Tecnicismo Teoria Educacional Crítica Didactics Post-structuralist Criticism Technicism Criticai Educational Theory |
| Sumario: | From a post-structuralist point of view, this papper discuss the ditferences betweenthe two moderns paradigms in which the modem pedagogic discourses are framed -the "technicism" and the criticism. This is done in order to show what they have incommon and as a contrast in relation to the new educational possibilities of the poststructuralism. Taking for granted the discursive "character" of reality, the post-structuralist criticism puts itselfund |
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