SciELO - Scientific Electronic Library Online

 
vol.40 número4O conceito de compensação no diálogo de Vigotski com Adler: desenvolvimento humano, educação e deficiência índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Compartilhar


Educação e Pesquisa

versão impressa ISSN 1517-9702

Resumo

GALIAN, Cláudia Valentina Assumpção  e  LOUZANO, Paula Baptista Jorge. Michael Young and the curriculum field: from the emphasis on the "knowledge of the powerful" to the defense of "powerful knowledge". Educ. Pesqui. [online]. 2014, vol.40, n.4, pp.1109-1124. ISSN 1517-9702.  https://doi.org/10.1590/s1517-97022014400400201.

On November 2013, Michael Young, the emeritus professor of the Institute of Education, University of London, visited Faculdade de Educação, Universidade de São Paulo. He and Antônio Flávio Barbosa Moreira, professor at Universidade Católica de Petrópolis were the keynote speakers of II Seminar of Faculdade de Educação on Curriculum - School and society of knowledge: processes of curriculum construction, selection and organization. In that occasion, Young presented his current perspective on the theoretical debate on curriculum, stating that we lack a consistent theory of knowledge to guide the discussion on curriculum choices. He argues that curriculum theorists refuse to tackle what he considers the specific function of education: to promote the intellectual development of students, based on powerful knowledge, which is closely linked to knowledge areas, in the universities, and to school disciplines. According to Young, curriculum theorists' reflection should focus on the question: what must be taught to children and youth at school? His current position is dramatically different from the one which marked the movement of the New Sociology of Education in the seventies in England, and which was presented in Knowledge and Control: New Directions for the Sociology of Education, a book edited by him and considered a milestone of that movement. This interview brings to light some elements which help understand the transformation of Michael Young's analysis of curriculum matters.

Palavras-chave : Curriculum; Powerful Knowledge; School Knowledge;School Disciplines.

        · resumo em Português     · texto em Português     · Português ( pdf )