Theoretical and methodological challenges for teaching education policies in the historical materialist perspective
This paper contains some reflections that resulted from a long experience in curriculum components related to educational policies in undergraduate and graduate programs in Argentina and Brazil. These reflections are a first systematization, without any claim to completeness, of the main problems id...
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| Format: | Article |
| Language: | English |
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Red Latinoamericana de Estudios Epistemológicos en Política Educativa
2016-06-01
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| Series: | Revista de estudios teóricos y epistemológicos en política educativa |
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| Online Access: | http://www.revistas2.uepg.br/index.php/retepe/article/view/10461/5920 |
| _version_ | 1819015893573697536 |
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| author | Marcela Alejandra Pronko |
| author_facet | Marcela Alejandra Pronko |
| author_sort | Marcela Alejandra Pronko |
| collection | DOAJ |
| description | This paper contains some reflections that resulted from a long experience in curriculum components related to educational policies in undergraduate and graduate programs in Argentina and Brazil. These reflections are a first systematization, without any claim to completeness, of the main problems identified in the end-of-course works prepared by students from three curriculum components, distinguishing general problems, resulting from deficiencies of these students‟ previous education, from specific issues related to difficulties in understanding the conceptual basis of the historical materialism and the theoretical-methodological conception that guides the organization of these courses. After a brief presentation of these bases, this text highlights and discusses four very common problematic conceptions in these final works: a history with no subject, which renews the myth of progress; a world that is driven almost exclusively by ideas, transformed into pure political will; a State that assuming the central role in the social scene is understood as a subject; an education as an isolated sphere of reality. Finally, the brief closing remarks point out paths to deepen the proposed reflection. |
| first_indexed | 2024-12-21T02:38:58Z |
| format | Article |
| id | doaj.art-0de1d2b2545f43f68762d01327e580c3 |
| institution | Directory Open Access Journal |
| issn | 2409-3696 2409-3696 |
| language | English |
| last_indexed | 2024-12-21T02:38:58Z |
| publishDate | 2016-06-01 |
| publisher | Red Latinoamericana de Estudios Epistemológicos en Política Educativa |
| record_format | Article |
| series | Revista de estudios teóricos y epistemológicos en política educativa |
| spelling | doaj.art-0de1d2b2545f43f68762d01327e580c32022-12-21T19:18:43ZengRed Latinoamericana de Estudios Epistemológicos en Política EducativaRevista de estudios teóricos y epistemológicos en política educativa2409-36962409-36962016-06-0112248264Theoretical and methodological challenges for teaching education policies in the historical materialist perspectiveMarcela Alejandra Pronko0Escola Politécnica de Saúde Joaquim VenâncioThis paper contains some reflections that resulted from a long experience in curriculum components related to educational policies in undergraduate and graduate programs in Argentina and Brazil. These reflections are a first systematization, without any claim to completeness, of the main problems identified in the end-of-course works prepared by students from three curriculum components, distinguishing general problems, resulting from deficiencies of these students‟ previous education, from specific issues related to difficulties in understanding the conceptual basis of the historical materialism and the theoretical-methodological conception that guides the organization of these courses. After a brief presentation of these bases, this text highlights and discusses four very common problematic conceptions in these final works: a history with no subject, which renews the myth of progress; a world that is driven almost exclusively by ideas, transformed into pure political will; a State that assuming the central role in the social scene is understood as a subject; an education as an isolated sphere of reality. Finally, the brief closing remarks point out paths to deepen the proposed reflection.http://www.revistas2.uepg.br/index.php/retepe/article/view/10461/5920Education policies.Theoretical and methodological conceptions.Historical materialism.State.Education. |
| spellingShingle | Marcela Alejandra Pronko Theoretical and methodological challenges for teaching education policies in the historical materialist perspective Revista de estudios teóricos y epistemológicos en política educativa Education policies. Theoretical and methodological conceptions. Historical materialism. State. Education. |
| title | Theoretical and methodological challenges for teaching education policies in the historical materialist perspective |
| title_full | Theoretical and methodological challenges for teaching education policies in the historical materialist perspective |
| title_fullStr | Theoretical and methodological challenges for teaching education policies in the historical materialist perspective |
| title_full_unstemmed | Theoretical and methodological challenges for teaching education policies in the historical materialist perspective |
| title_short | Theoretical and methodological challenges for teaching education policies in the historical materialist perspective |
| title_sort | theoretical and methodological challenges for teaching education policies in the historical materialist perspective |
| topic | Education policies. Theoretical and methodological conceptions. Historical materialism. State. Education. |
| url | http://www.revistas2.uepg.br/index.php/retepe/article/view/10461/5920 |
| work_keys_str_mv | AT marcelaalejandrapronko theoreticalandmethodologicalchallengesforteachingeducationpoliciesinthehistoricalmaterialistperspective |