Três cenários educacionais para o futuro: lições da sociologia do conhecimento

Autores

  • Michael Young University College London (UCL), Londres, Reino Unido
  • Johan Muller University of Cape Town (UCT), Cidade do Cabo, África do Sul

DOI:

https://doi.org/10.18222/eae.v27i65.3726

Palavras-chave:

Sociologia do Conhecimento, Realismo Social, Currículo, Conhecimento, Fronteiras Disciplinares.

Resumo

O presente texto se baseia em enfoques oriundos da sociologia do conhecimento e, em vista deles, constrói três cenários para o futuro da educação nas próximas décadas. O principal foco recai sobre uma das mais cruciais questões enfrentadas pelos formuladores de políticas educacionais – a relação entre a escola e o conhecimento da vida cotidiana ou do senso comum. As diferentes possibilidades sobre como as fronteiras entre conhecimento escolar e não escolar devem ser abordadas são expressas em três cenários – “fronteiras dadas”, “um mundo sem fronteiras” e a ideia da “manutenção das fronteiras como condição para seu cruzamento”. As implicações educacionais de cada cenário são exploradas e argumenta-se em favor do terceiro deles. Consideram-se também os fatores que podem fazer com que um ou outro desses cenários domine nas políticas educacionais.

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Biografia do Autor

Michael Young, University College London (UCL), Londres, Reino Unido

Professor emérito do Institute of Education – University College London (UCL), Londres, Reino Unido

Johan Muller, University of Cape Town (UCT), Cidade do Cabo, África do Sul

Professor emérito da School of Education – University of Cape Town (UCT), Cidade do Cabo, África do Sul.

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Publicado

31-08-2016

Como Citar

YOUNG, M.; MULLER, J. Três cenários educacionais para o futuro: lições da sociologia do conhecimento. Estudos em Avaliação Educacional, São Paulo, v. 27, n. 65, p. 522–551, 2016. DOI: 10.18222/eae.v27i65.3726. Disponível em: https://publicacoes.fcc.org.br/eae/article/view/3726. Acesso em: 6 out. 2022.

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