THE SCHOOL CURRICULUM FROM A HISTORIC-CRITICAL FOCUS: ONTOLOGICAL, EPISTEMOLOGICAL, ETHICAL-POLITICAL AND PEDAGOGICAL ASPECTS

Made available in DSpace on 2021-06-25T12:29:25Z (GMT). No. of bitstreams: 0 Previous issue date: 2020-12-01 School curriculum is the objet of theoretical analysis in this paper. In the light of critical-historical-psychology, it is characterized as a tool of the educational practice aimed at the omnilateral development of pupils. Its ontological, epistemological and ethical-political aspects are examined in the first part of the paper; in the sequence, the discussion is directed to the pedagogical scope, focusing on developmental teaching, its requirements and results. The nature of the knowledge to be converted into subject-matter contents is discussed with the perspective of formation of rigorously abstract thinking, understood as a condition for the effective intelligibility of the real. The process of formation of conceptual systems that surpass the representational apprehension of reality is, therefore, addressed. UNESP Bauru, Psicol Educ, Bauru, SP, Brazil UNESP Bauru, Fac Ciencias, Curso Grad Psicol, Bauru, SP, Brazil UNESP Araraquara, Programa Posgrad Educ Escolar, Fac Ciencias & Letras, Araraquara, SP, Brazil UNESP Bauru, Dept Psicol, Bauru, SP, Brazil UNESP Araraquara, Programa Posgrad Educ Escolar, Araraquara, SP, Brazil UNESP Bauru, Psicol Educ, Bauru, SP, Brazil UNESP Bauru, Fac Ciencias, Curso Grad Psicol, Bauru, SP, Brazil UNESP Araraquara, Programa Posgrad Educ Escolar, Fac Ciencias & Letras, Araraquara, SP, Brazil UNESP Bauru, Dept Psicol, Bauru, SP, Brazil UNESP Araraquara, Programa Posgrad Educ Escolar, Araraquara, SP, Brazil