Influência do capital na proposta de currículo emancipatório
The present study belongs to the course conclusion work on Especialization in Education: Methods and Tecniques of Teaching. This paper aimed to contextualize the universe of capital, the curriculum, the technicist pedagogy and the pedagogy critical-social, subjects associated to the educational p...
| Autor principal: | Conceição, Evandro Franco da |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/20772 |
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| Resumo: |
The present study belongs to the course conclusion work on Especialization in
Education: Methods and Tecniques of Teaching. This paper aimed to contextualize
the universe of capital, the curriculum, the technicist pedagogy and the pedagogy
critical-social, subjects associated to the educational proposal discussing them
trough theories of several authors. At first, it was noted how capital can influence the
education and how it has been an instrument of market interests, politicians and
others in power, behaving like a business. In turn, the curriculum was presented as
the document which promulgates the educacional proposal which when it is put into
action express a function to be worked over a determinated cycle which is organized
by agents and their wills. Following, general characteristics of technical and critical
social pedagogies, methodologies, reviews, content, student/teacher/society
interactions are presented and also how both can influence the formation of a society
model. Grounded in behavioral theory, the main interest of technicist tendency -
which has the scientific neutrality and implementation of natural events to society as
the absolute truth - is to meet the needs of capitalist society.On the other hand, the
critical-social pedagogy emphasizes the teaching of the content built throughout the
history of humanity (folk knowledge) along with the scientific content (scientific
knowledge). Both knowledges are confronted with the social reality in which the
student is inserted, since there is no absolute truth and the subject is considered
capable of overcoming the alienation when considering their social reality. This
pedadogy was based on dialectical and historical materialism and it is concerned with
educational problems arising from the exploitation of man by man. Finally, it was
concluded that the search for a critical education to break with the logic of capital and
the media and which reflects the current state of society in their individual/ individual
and individual/nature interaction and which propose a change to end marginalization. |
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