Tres escenarios educativos para el futuro: lecciones de la sociología del conocimiento

Autores/as

  • 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

Palabras clave:

Sociología del Conocimiento, Realismo Social, Currículo, Conocimiento, Fronteras Disciplinares.

Resumen

El presente texto se basa en enfoques oriundos de la sociología del conocimiento y en función de ellos construye tres escenarios para el futuro de la educación en las próximas décadas. El principal enfoque recae sobre una de las más cruciales cuestiones que enfrentan los formuladores de políticas educativas – la relación entre la escuela y el conocimiento de la vida cotidiana o del sentido común. Las distintas posibilidades sobre cómo abordar las fronteras entre el conocimiento escolar y el no escolar se expresan en tres escenarios – “fronteras dadas”, “un mundo sin fronteras” y la idea del “mantenimiento de las fronteras como condición para su cruce”. Se exploran las implicaciones educacionales de cada escenario y se argumenta en favor del tercero de ellos. También se consideran los factores que pueden hacer que uno u otro de dichos escenarios predomine en las políticas educacionales.

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Biografía del autor/a

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

2016-08-31

Cómo citar

Young, M., & Muller, J. (2016). Tres escenarios educativos para el futuro: lecciones de la sociología del conocimiento. Estudos Em Avaliação Educacional, 27(65), 522–551. https://doi.org/10.18222/eae.v27i65.3726

Número

Vol. 27 Núm. 65 (2016): maio/ago. 2016

Sección

Outros Temas

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