Epistemological history of science or history of the teaching of knowledge and school disciplines? a reading from pedagogical knowledge: a reading from pedagogical knowledge
The purpose of the article is to analyze some of the knowledge relationships that are woven between the studies of the Anglo-Saxon curriculum, the school disciplines of French origin and the history of knowledge and school disciplines of Colombian origin based on the methodological notion of pedagog...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | ETD - Educação Temática Digital |
| Idioma: | inglés español |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8660150 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8660150 |
| Access Level: | acceso abierto |
| Palabra clave: | Teacher Pedagogy Knowledge discipline School Science Maestro Pedagogía Saber Disciplina Escuela Ciência Professor Pedagogia Escola |
| Sumario: | The purpose of the article is to analyze some of the knowledge relationships that are woven between the studies of the Anglo-Saxon curriculum, the school disciplines of French origin and the history of knowledge and school disciplines of Colombian origin based on the methodological notion of pedagogical knowledge. Methodologically, thematic reading was used as a strategy that allowed discursive analysis to be carried out based on the pedagogy, science and knowledge series in each of the three historical traditions. As results, some reflections of the conceptual order are presented that allow configuring a field of knowledge around the teaching of knowledge and school disciplines. In conclusion, from the perspective of historical-pedagogical studies, the political effects of the constitution of the teacher as a professional of teaching in the contemporary world are questioned. |
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