Curricular Organization in Full-time Education
This article aims to discuss the school curriculum, with regard to its organization, from the perspective of full-time education. It addresses the centrality of knowledge in the curricular organization, evidencing how the processes of selection, distribution and transmission of curricular contents r...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/49995 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/49995 |
| Access Level: | acceso abierto |
| Palabra clave: | organização curricular tempo integral pedagogia curricular curriculum organization full-time curricular pedagogy organización curricular tiempo completo pedagogía curricular |
| Sumario: | This article aims to discuss the school curriculum, with regard to its organization, from the perspective of full-time education. It addresses the centrality of knowledge in the curricular organization, evidencing how the processes of selection, distribution and transmission of curricular contents result from a dynamic marked by political-ideological positions, where power relations are also present. Operating with the idea of Curricular Pedagogy, it questions the instrumental-linear curriculum pointing to an understanding of curriculum as a formative project with ethical-political and pedagogical intentions, calling attention to three core and challenging aspects of curricular organization in expanded or full-time journeys, since they test the modern Western school model: the curricular logic, the space-times and the view of the educational subjects. |
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