SCHOOL CURRICULUM: THE PATH TO A CONTEXTUALIZED AND EMANCIPATORY EDUCATION

被引：0

作者：

Cardoso, Raiane Ribeiro ^{[1
,2
]}

Pinheiro, Bruno Rodrigues ^{[3
]}

Pinheiro e Pinheiro, Brenic Aluan ^{[4
]}

de Souza, Jean Carlos Matos ^{[5
]}

机构：

[1] UFPA, Extensao Inovacao Socioambiental & Desenvolvimento, Belem, Brazil

[2] Univ Fed Lavras UFLA, Recursos Hidr, Lavras, Brazil

[3] Ctr Univ Leonardo da Vinci, Fisiol Exercicio, Indaial, Brazil

[4] Inst INADES, Nutr Desport Treinamento Personalizado & Med Avanc, Porto Velho, Brazil

[5] Inst Fed Educ Ciencia & Tecnol Para, Fis, Belem, Brazil

来源：

HUMANIDADES & INOVACAO | 2023年 / 10卷 / 06期

关键词：

Teaching-learning; Curriculum; Learn to Learn; Lived Daily Life; Emancipation;

D O I：

暂无

中图分类号：

C [社会科学总论];

学科分类号：

03 ; 0303 ;

摘要：

This work aims to carry out an approach that makes it necessary to discuss the elements that are present in educational practice, such as: Teacher, student, knowledge and the context of teaching. Based on this principle, it is convenient for us to reason about the social aspects that the didactics applied in the classroom and the curriculum reflect on the teaching-learning process, thus considering the importance of inserting a contextualized and emancipating education. Thus, this article addresses the curriculum as a relevant tool for promoting a liberating education, aiming at citizenship, based on the daily life experienced by the student, thus stimulating the school and the educator to expand knowledge and consequently awaken a critical analysis to improve education. This curriculum, therefore, is the result of collective discussions and never thought only of offices.

引用

页码：142 / 151

页数：10

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