Titlebook: Curriculum Studies in Brazil; Intellectual Histori William F. Pinar Book 2011 William F. Pinar 2011 curriculum.Everyday Life.research.state

poliosis

逃避系列單詞

配置

Introduction,nternal and external to our fields of study and expertise. Among the questions to ask are the following: What are our key concepts and from where do they originate? How have we redefined them to connote contextually specific meanings, situations structured by the legacies of the past, the problems o

intoxicate

Curriculum Studies in Brazil: An Overview,0s-present). The pre-Marxist phase is not discussed but referenced in the chapters that follow; it was dominated by a Tylerian instrumentalism variously depicted as positivist, behaviorist, technocratic, administrative, and/or scientific (see Macedo’s chapter 7 of this volume.). The Marxist phase fo

Delirium

LIKEN

Curriculum Disfiguration,n sociology, the critical, postcritical, and post-structuralist theories (for further details see Lopes and Macedo 2002). At the center of many discussions and multiple debates, a great interest in school was recovered, as were perspectives of understanding the school curriculum in its interactions

NIB

Curriculum Research in Brazil,iefly summarizing my career trajectory. For over thirty years I have been a researcher at the Carlos Chagas Foundation (FCC), a renowned Brazilian research institution in the field of education. Since the 1990s, I have also been performing academic activities at the School of Education at the Univer

紅腫

Curriculum as Practiced,omprehension of themes in the educational field, especially in the field of curriculum studies. In general, our objectives are directed toward the . between practitioners (Certeau 1994, 1996) of the routines of public schools in the first grades of elementary school. These relationships are what I c

吸引力

Libraries and Identities,ing to this narrative, once the initial approaches were surpassed— which depicted that organization as a set of psychological or epistemologi-cal principles referring to the order of the contents, adapted to students’ age and grade level, as means of conceiving curricular integration—politically com

Synthesize

Curriculum as Enunciation,ther linear or not, and an urge to narrate one’s own history and that of the field. In this text, however, I intend to introduce another movement, starting with theoretical questions that I am asking myself today and thereby initiating a dialogue between these and the curriculum field inside which t