Edubase :: Navegando por Autor "POPKEWITZ, Thomas S."

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Estudos curriculares, história do currículo e teoria curricular: a razão da razão
(2020) POPKEWITZ, Thomas S.
Words like “learning”, “empowerment”, “problem solving”, “self-actualization”, “community” etc. they become intelligible and “reasonable” according to historically formed rules and standards that order, classify and divide what is “seen” and accomplished in schooling. These rules and standards of reason are power and political effects of schooling. The first session analyzes this notion of politics and reason, considering the curriculum as a double gesture. The phrase “all children can learn” illustrates this double gesture. The word "all" assumes the unity of the whole, which differentiates and divides the cosmopolitanism of the child (that is, the lifelong learner) and the child "left behind", which is different and may "never be average" . Finally, it examines how the notion of research, which seeks “useful” or “practical” knowledge to change the school, inscribes this double gesture and, ironically and paradoxically, assumes a consensus that establishes the hierarchy that separates the researcher from those who they must be shepherded. Exploring the system of reason in curriculum studies makes the limits of the present visible, and, through this critical engagement, makes other futures possible.