THE OFFICIAL SCHOOL CURRICULUM AS THE OBJECTIVE EXPRESSION OF THE SUBJECTIVE REASON

Authors

  • Marta Regina Furlan de Oliveira Lecturer at the Department of Education and Postgraduate Program - Master's Degree in Education at the State University of Londrina (UEL), Paraná.
  • Zuleika Aparecida Claro Piassa Lecturer at the Department of Education of the State University of Londrina (UEL), Paraná.

DOI:

https://doi.org/10.23925/1809-3876.2017v15i1p45-61

Keywords:

School curriculum. Subjective reason. Objective reason.

Abstract

The context of the birth of the field of school curriculum refers to the development of the industrial model of society in the United States at the end of the 19th century. Based on the texts of Theodor W. Adorno and Max Horkheimer, this papaer intends to discuss the idea that the school curriculum, from this historical context, materializes in the school the reason subjective at the expense of the objective reason. This text is organized in two segments. The first one, called "In the sphere of concepts", we explore the idea of objective reason and subjective reason, as well as the passage from one to the other in historical development. In the second segment, we explore how these reasons are materialized in the school curriculum, exploring only the objective elements and contents. Even in a synthetic character, as a paper assumes, this study envisions that the school curriculum for the masses was born as a social project to boost the industrial economic development and brought with it the deep marks of subjective reason.

Author Biographies

Marta Regina Furlan de Oliveira, Lecturer at the Department of Education and Postgraduate Program - Master's Degree in Education at the State University of Londrina (UEL), Paraná.

Post Doctor in Philosophy of Education by Unesp - Marília Campus, São Paulo. Lecturer at the Department of Education and Postgraduate Program - Master's Degree in Education at the State University of Londrina (UEL), Paraná. Leader of the Group of Studies in Education and Childhood. Coordinator of the Research Project: "Cultural Industry, Education and Teaching work in early childhood: from semiformation to human emancipation”.

Zuleika Aparecida Claro Piassa, Lecturer at the Department of Education of the State University of Londrina (UEL), Paraná.

PhD student in the Philosophy of Education Program at Unesp - Marília Campus. Lecturer at the Department of Education of the State University of Londrina (UEL), Paraná. Researcher of the Research Project: "Cultural Industry, Education and Teaching work in early childhood: from semiformation to human emancipation”.

References

ADORNO, Theodor W. e HORKHEIMER, Max. Dialética do Esclarecimento. Rio de Janeiro: Zahar, 1985.

__________. Dialectica negativa. (Versão em espanhol – Tradução de José Maria Ripalda). Madrid: Taurus, 1975.

HEGEL, G. W. F. Filosofia da história. UNB: Brasília, 2005.

HORKHEIMER, Max. Eclipse da Razão. São Paulo: Centauro, 2002.

MOREIRA, Flávio Barbosa. Educação, currículo e sociedade. São Paulo: Cortez, 2000.

SHELBAUER, Analete Regina. A constituição do método de ensino intuitivo na província de São Paulo (1879-1889). Tese (Doutorado em Educação). Faculdade de Educação da USP. São Paulo, 2003.

TYLER, Ralph W. Princípios básicos de currículo e ensino. 4. ed. Porto Alegre: Globo, 1977.

ZUIN, Antônio Álvaro Soares et ali. Adorno: o poder educativo do pensamento crítico. 4 ed. Petrópolis, RJ: Vozes, 2008.

Downloads

Published

2017-03-31

Issue

Vol. 15 No. 1 (2017)

Section

Artigos

License

Os autores concedem à revista todos os direitos autorais referentes aos trabalhos publicados. Os conceitos emitidos em artigos assinados são de absoluta e exclusiva responsabilidade de seus autores.

Todo o conteúdo da Revista e-Curriculum é aberto para acesso público, propiciando maior visibilidade, alcance e disseminação dos trabalhos publicados.