RETHINKING THE SCHOOL CURRICULUM
contributions from Historical-Critical Pedagogy and Historical-Cultural Psychology
DOI:
https://doi.org/10.22478/ufpb.1983-1579.2018v2n11.41597Keywords:
Curriculum, Historical-Critical Pedagogy, Historical Psychology CultureAbstract
In the wake of these and other reflections, several experiences were developed and are being developed in the development and implementation of curricular proposals based on Historical-Critical Pedagogy. The state of Paraná, for example, from the 1990s onwards, put into practice several proposals at the state, regional and municipal levels, inspired by this theoretical current. However, publications based on this approach still need an effort of greater articulation and deepening, in order to contribute in a more systematic way to the debates in this field. Therefore, the present dossier of the Revista Espaço do Currículo sought to gather contributions from different researchers working with this theoretical line, covering everything from the fundamentals for the construction of curricular proposals to concrete examples of initiatives that have already been or have been put into practice based on on those fundamentals.
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SAVIANI, Dermeval. Pedagogia histórico-crítica: primeiras aproximações. 11. ed. rev. Campinas, SP: Autores Associados, 2011. (Coleção educação contemporânea)
SAVIANI, Dermeval. Educação: do senso comum à consciência filosófica. 11. ed. Campinas, SP: Autores Associados, 1996. (Coleção educação contemporânea)
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