THE ETHICAL-DEMOCRATIC FOUNDATION OF THE CURRICULAR PROPOSAL OF THE STATE OF SÃO PAULO FOR THE TEACHING OF SCIENCES: ADAPTATION OR EMANCIPATION?

Because it believes that only a socially committed and democratically organized education can make learners agents of social transformations, the present work seeks to understand which conception of education frames the curricular proposal of the State of São Paulo for Science Teaching and if it is...

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Autores: Bellodi Sant’Ana Furlan, Angélica, Gouvêa da Silva, Antonio Fernando
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2017
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/34640
Acceso en línea:https://revistas.pucsp.br/index.php/curriculum/article/view/34640
Access Level:acceso abierto
Palabra clave:Currículo. Ética. Democracia. Diálogo.
Curriculum. Ethics. Democracy. Dialogue
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dc.title.none.fl_str_mv THE ETHICAL-DEMOCRATIC FOUNDATION OF THE CURRICULAR PROPOSAL OF THE STATE OF SÃO PAULO FOR THE TEACHING OF SCIENCES: ADAPTATION OR EMANCIPATION?
LA FUNDAMENTACIÓN ÉTICO-DEMOCRÁTICA DE LA PROPOSTA CURRICULAR DEL ESTADO DE SÃO PAULO PARA LA ENSEÑANZA DE CIENCIAS: ADAPTACIÓN O EMANCIPACIÓN?
A FUNDAMENTAÇÃO ÉTICO-DEMOCRÁTICA DA PROPOSTA CURRICULAR DO ESTADO DE SÃO PAULO PARA O ENSINO DE CIÊNCIAS: ADAPTAÇÃO OU EMANCIPAÇÃO?
title THE ETHICAL-DEMOCRATIC FOUNDATION OF THE CURRICULAR PROPOSAL OF THE STATE OF SÃO PAULO FOR THE TEACHING OF SCIENCES: ADAPTATION OR EMANCIPATION?
spellingShingle THE ETHICAL-DEMOCRATIC FOUNDATION OF THE CURRICULAR PROPOSAL OF THE STATE OF SÃO PAULO FOR THE TEACHING OF SCIENCES: ADAPTATION OR EMANCIPATION?
Bellodi Sant’Ana Furlan, Angélica
Currículo. Ética. Democracia. Diálogo.
Currículo. Ética. Democracia. Diálogo.
Curriculum. Ethics. Democracy. Dialogue
title_short THE ETHICAL-DEMOCRATIC FOUNDATION OF THE CURRICULAR PROPOSAL OF THE STATE OF SÃO PAULO FOR THE TEACHING OF SCIENCES: ADAPTATION OR EMANCIPATION?
title_full THE ETHICAL-DEMOCRATIC FOUNDATION OF THE CURRICULAR PROPOSAL OF THE STATE OF SÃO PAULO FOR THE TEACHING OF SCIENCES: ADAPTATION OR EMANCIPATION?
title_fullStr THE ETHICAL-DEMOCRATIC FOUNDATION OF THE CURRICULAR PROPOSAL OF THE STATE OF SÃO PAULO FOR THE TEACHING OF SCIENCES: ADAPTATION OR EMANCIPATION?
title_full_unstemmed THE ETHICAL-DEMOCRATIC FOUNDATION OF THE CURRICULAR PROPOSAL OF THE STATE OF SÃO PAULO FOR THE TEACHING OF SCIENCES: ADAPTATION OR EMANCIPATION?
title_sort THE ETHICAL-DEMOCRATIC FOUNDATION OF THE CURRICULAR PROPOSAL OF THE STATE OF SÃO PAULO FOR THE TEACHING OF SCIENCES: ADAPTATION OR EMANCIPATION?
dc.creator.none.fl_str_mv Bellodi Sant’Ana Furlan, Angélica
Gouvêa da Silva, Antonio Fernando
author Bellodi Sant’Ana Furlan, Angélica
author_facet Bellodi Sant’Ana Furlan, Angélica
Gouvêa da Silva, Antonio Fernando
author_role author
author2 Gouvêa da Silva, Antonio Fernando
author2_role author
dc.subject.por.fl_str_mv Currículo. Ética. Democracia. Diálogo.
Currículo. Ética. Democracia. Diálogo.
Curriculum. Ethics. Democracy. Dialogue
topic Currículo. Ética. Democracia. Diálogo.
Currículo. Ética. Democracia. Diálogo.
Curriculum. Ethics. Democracy. Dialogue
description Because it believes that only a socially committed and democratically organized education can make learners agents of social transformations, the present work seeks to understand which conception of education frames the curricular proposal of the State of São Paulo for Science Teaching and if it is in agreement with Ethical-critical principles that confer political and social quality on educational practice. For this, a documentary analysis was carried out, referenced in the ethics of Dussel, in the dialogue of Freire and in the emancipation of Adorno. It was concluded that the curricular proposal in question distance itself from such principles by not making explicit the social role of education, by not positioning itself ethically-politically in favor of a particular social group and by not characterizing the school and community where it is inserted . Due to its normative character, the aforementioned proposal and its supporting material limit the autonomy of the school presenting itself as anti-democratic documents for not considering the demands of the interested parties in the teaching-learning process.
publishDate 2017
dc.date.none.fl_str_mv 2017-12-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.pucsp.br/index.php/curriculum/article/view/34640
10.23925/1809-3876.2017v15i4p958-990
url https://revistas.pucsp.br/index.php/curriculum/article/view/34640
identifier_str_mv 10.23925/1809-3876.2017v15i4p958-990
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.pucsp.br/index.php/curriculum/article/view/34640/24423
dc.rights.driver.fl_str_mv Copyright (c) 2017 Revista e-Curriculum
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Revista e-Curriculum
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.source.none.fl_str_mv Revista e-curriculum; Vol. 15 No. 4 (2017); 958-990
Revista e-Curriculum; v. 15 n. 4 (2017); 958-990
1809-3876
reponame:Revista e-Curriculum
instname:Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron:PUC_SP
instname_str Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron_str PUC_SP
institution PUC_SP
reponame_str Revista e-Curriculum
collection Revista e-Curriculum
repository.name.fl_str_mv Revista e-Curriculum - Pontifícia Universidade Católica de São Paulo (PUC-SP)
repository.mail.fl_str_mv ecurriculum@pucsp.br
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spelling THE ETHICAL-DEMOCRATIC FOUNDATION OF THE CURRICULAR PROPOSAL OF THE STATE OF SÃO PAULO FOR THE TEACHING OF SCIENCES: ADAPTATION OR EMANCIPATION?LA FUNDAMENTACIÓN ÉTICO-DEMOCRÁTICA DE LA PROPOSTA CURRICULAR DEL ESTADO DE SÃO PAULO PARA LA ENSEÑANZA DE CIENCIAS: ADAPTACIÓN O EMANCIPACIÓN?A FUNDAMENTAÇÃO ÉTICO-DEMOCRÁTICA DA PROPOSTA CURRICULAR DO ESTADO DE SÃO PAULO PARA O ENSINO DE CIÊNCIAS: ADAPTAÇÃO OU EMANCIPAÇÃO?Currículo. Ética. Democracia. Diálogo.Currículo. Ética. Democracia. Diálogo.Curriculum. Ethics. Democracy. DialogueBecause it believes that only a socially committed and democratically organized education can make learners agents of social transformations, the present work seeks to understand which conception of education frames the curricular proposal of the State of São Paulo for Science Teaching and if it is in agreement with Ethical-critical principles that confer political and social quality on educational practice. For this, a documentary analysis was carried out, referenced in the ethics of Dussel, in the dialogue of Freire and in the emancipation of Adorno. It was concluded that the curricular proposal in question distance itself from such principles by not making explicit the social role of education, by not positioning itself ethically-politically in favor of a particular social group and by not characterizing the school and community where it is inserted . Due to its normative character, the aforementioned proposal and its supporting material limit the autonomy of the school presenting itself as anti-democratic documents for not considering the demands of the interested parties in the teaching-learning process.Por creer que sólo una educación ética y democráticamente organizada puede hacer que los educandos agentes de transformaciones sociales, el presente trabajo busca comprender qué concepción de educación enmarca la propuesta curricular del Estado de São Paulo para la Enseñanza de Ciencias y si ella está de acuerdo con principios ético-críticos que confieren calidad política y social a la práctica educativa. Para eso, se realizó un análisis documental a la luz de la ética de Dussel, del diálogo de Freire y de la emancipación de Adorno. Se concluyó que la propuesta curricular en cuestión se aleja de tales principios por no explicitar el papel social de la educación, por no posicionarse ética y políticamente a favor de los grupos sociales más vulnerables y por no caracterizar la escuela y la comunidad donde está inserta. Debido a su carácter normativo, la referida propuesta y su material de apoyo, limitan la autonomía de la escuela, pudiendo ser considerada tan sólo como documentos antidemocráticos por no tener en cuenta las demandas de todas las partes interesadas en el proceso de enseñanza-aprendizaje.Por acreditar que somente uma educação ética e democraticamente organizada pode tornar os educandos agentes de transformações sociais, o presente trabalho procura compreender que concepção de educação emoldura a proposta curricular do Estado de São Paulo para o Ensino de Ciências e se ela está de acordo com princípios ético-críticos que conferem qualidade política e social à prática educativa. Para isso, foi realizada uma análise documental à luz da ética de Dussel, do diálogo de Freire e da emancipação de Adorno. Concluiu-se que a proposta curricular em questão se distancia de tais princípios por não explicitar o papel social da educação, por não se posicionar ética e politicamente a favor dos grupos sociais mais vulneráveise por não caracterizar a escola e a comunidade onde está inserida. Devido a seu caráter normativo, a referida proposta e seu material de apoio limitam a autonomia da escola, podendo ser considerados tão somente como documentos antidemocráticos por não levar em conta as demandas de todasas partes interessadas no processo de ensino-aprendizagemPontifícia Universidade Católica de São Paulo2017-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.pucsp.br/index.php/curriculum/article/view/3464010.23925/1809-3876.2017v15i4p958-990Revista e-curriculum; Vol. 15 No. 4 (2017); 958-990Revista e-Curriculum; v. 15 n. 4 (2017); 958-9901809-3876reponame:Revista e-Curriculuminstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPporhttps://revistas.pucsp.br/index.php/curriculum/article/view/34640/24423Copyright (c) 2017 Revista e-Curriculuminfo:eu-repo/semantics/openAccessBellodi Sant’Ana Furlan, AngélicaGouvêa da Silva, Antonio Fernando2020-12-02T20:40:14Zoai:ojs.pkp.sfu.ca:article/34640Revistahttps://revistas.pucsp.br/index.php/curriculumPRIhttps://revistas.pucsp.br/index.php/curriculum/oaiecurriculum@pucsp.br1809-38761809-3876opendoar:2020-12-02T20:40:14Revista e-Curriculum - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
score 15,198674

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