Abstract

KUHN, Martin  and  KUHN, Mara Lúcia Welter. Social dimensions of knowledge: Implications for teaching and educational practices. Educação. UNISINOS [online]. 2018, vol.22, n.3, pp.305-312.  Epub May 16, 2019. ISSN 2177-6210.  https://doi.org/10.4013/edu.2018.223.09.

The recognition of a set of other knowledge and diverse social practices that are oriented to other rigorous criteria, in addition to modern science, is still an issue today. It is, fundamentally, a reflection on the recognition that knowledge is indelibly marked by the human condition. This understanding allows us to question the monolithic view of science or the possibility of scientific knowledge detached from the different historical and social contexts. Therefore, it is imperative that both the school and teacher training debrief science, the meaning, and the intentionality of scientific knowledge. Both school and university, while spaces and time of transmission of a tradition, should hold possibilities for an openness of the world.

Keywords : science; knowledge; school.

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