como a noite engendra o dia e o dia engendra a noite revisando o vínculo da produção mútua entre escola e modernidade the way night engenders day and day engenders night thinking over the connections of mutual production between schools and modernity
Clicks: 247
ID: 186307
2008
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Abstract
O presente artigo analisa as relações entre escola e Modernidade. A hipótese central é de que o triunfo da escola se baseia no fato de sua proposta ter sido capaz de pôr em ação a concepção educacional moderna, o que levou ao estabelecimento de uma relação de produção mútua entre ambas. Por meio de complexos e eficazes dispositivos, a escola moderna construiu subjetividades que comungavam a cosmovisão moderna. O artigo estabelece, a partir da produção histórica, um conjunto de dez premissas que se referem à concepção geral da escola, aos sujeitos intervenientes e às operações levadas a cabo. Nesse percurso, recupera-se o debate educacional moderno.
In this article, relations between schools and modernity are analyzed. The central hypothesis is that the success of schools is based on the fact that their proposals have made it possible to put modern education into action, fostering the establishment of a mutual production relation between schools and modernity. Thanks to complex and effective strategies, modern schools have built subjectivities sharing the same modern conceptions of the world. From the historical production, the author establishes a set of ten premises referring to the general concept of schools, the intervenient subjects and the operations that are concluded. The modern educational debate is recovered in this process.
In this article, relations between schools and modernity are analyzed. The central hypothesis is that the success of schools is based on the fact that their proposals have made it possible to put modern education into action, fostering the establishment of a mutual production relation between schools and modernity. Thanks to complex and effective strategies, modern schools have built subjectivities sharing the same modern conceptions of the world. From the historical production, the author establishes a set of ten premises referring to the general concept of schools, the intervenient subjects and the operations that are concluded. The modern educational debate is recovered in this process.
| Reference Key |
pineau2008pro-posiescomo
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|---|---|
| Authors | ;Pablo Pineau |
| Journal | journal of synchrotron radiation |
| Year | 2008 |
| DOI |
10.1590/S0103-73072008000300005
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| URL | |
| Keywords |
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