Resumo

TRINDADE, Rui; FERREIRA, Daniela  e  COSME, Ariana. School, exigency and rigor: Contribution to a more complex and inclusive approach. Rev. Diálogo Educ. [online]. 2023, vol.23, n.78, pp.1216-1227.  Epub 04-Out-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.078.ds16.

This is a text where a confrontation is proposed between the perspectives of academic demand and rigor, based on the assumptions of what Trindade and Cosme (2016) call paradigms of instruction, learning and communication paradigms. As a result of such exercise, we advocate, firstly, that these categories are not a property of the instruction paradigm and, alternatively, are indispensable categories for the affirmation of a School that aims to assume itself as a space culturally meaningful and humanly empowering. In this sense, we are faced with a text that, by contributing to freeing such curricular and pedagogical categories from the shackles where instructionists locked them up, intends to contribute to proposing a more complex and inclusive reading about the academic requirement and rigor, when it takes into account both students and their singularities wants another epistemological vision about knowledge.

Palavras-chave : Educational inclusion; Pedagogical innovation; Instructionism; Paradigm of complexity..

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