CURRÍCULO ESCOLAR E PEDAGOGIA HISTÓRICO-CRÍTICA: FORMAÇÃO EMANCIPADORA E RESISTÊNCIA AO CAPITAL
The intention of this paper is to contribute elements to the understanding of the etymology of the word Curriculum and the various forms of interpretation of this theme in studies and research. On the other hand, we describe some principles that demarcate the definition of a school curriculum from t...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade do Oeste Paulista (UNOESTE) |
| Repositorio: | Colloquium Humanarum (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/4115 |
| Acceso en línea: | https://journal.unoeste.br/index.php/ch/article/view/4115 |
| Access Level: | acceso abierto |
| Palabra clave: | currículo escolar, pedagogia histórico-crítica, teorias curriculares, multiculturalismo |
| Sumario: | The intention of this paper is to contribute elements to the understanding of the etymology of the word Curriculum and the various forms of interpretation of this theme in studies and research. On the other hand, we describe some principles that demarcate the definition of a school curriculum from the Historical-Critical Theory, differentiating it from other existing curricular theories, especially multiculturalism, which is often misinterpreted as a Marxist theory. Finally, we point out the need to organize ourselves as a working class in collective resistance to the current anti-national government, which attacks education and public health, and in doing so, denies science and life, deepening the serious health crisis in national territory . |
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