The foundations of educational work on the Gaúcho Curricular Reference and its implications to the linguistic education based on a historical-critical approach
This paper discusses ‘curriculum’ and aimsto analyze the theoretical-pedagogical base of the Gaúcho Curricular Reference, guiding official document of educational actions alluding to Basic Education in the state of Rio Grande do Sul, debating its implications to the language education work. Thus, i...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação (Santa Maria. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/72247 |
| Acceso en línea: | https://periodicos.ufsm.br/reveducacao/article/view/72247 |
| Access Level: | acceso abierto |
| Palabra clave: | Referencial Curricular Gaúcho Pedagogia Histórico-Crítica Educação Linguística Gaúcho Curricular Reference; Critical-Historical Pedagogy; Linguistic Education. Marco Curricular Gaucho; Pedagogía Histórico-Crítica; Educación Lingüística |
| Sumario: | This paper discusses ‘curriculum’ and aimsto analyze the theoretical-pedagogical base of the Gaúcho Curricular Reference, guiding official document of educational actions alluding to Basic Education in the state of Rio Grande do Sul, debating its implications to the language education work. Thus, it consists of document analysis and takes as axis the ‘teaching’ and ‘learning’ conceptions existing in the document, which are examined since the historical-critical pedagogical theory (SAVIANI, 2018). Throughout the text, it is evidenced a reasoning concerning the so-called “learning to learn” pedagogies (DUARTE, 2011), aligned to the neoliberal and postmodern ideas, characterized as reverberations of New and Technicist Pedagogies, focusing on unilateral formation sighting to meet market demands. In view of the emancipatory potential of formal educational institutions, this study advocates for a critical examination of the parameterizing document by education professionals so that the school fullfils its function, which is to form individuals omnilaterally, in particular with regard to the Portuguese Language Classes. |
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