Teacher insurgencies in the curriculum and the production of the thought of difference
Bibliographic Data
| ID | 5867402 |
|---|---|
| Authors | Sirley Lizott Tedeschi (0000-0002-4557-8282, Universidade Estadual de Mato Grosso do Sul), Ruth Pavan (0000-0001-8979-1125, Universidade Católica Dom Bosco) |
| Year | 2022 |
| Volume | 38 |
| Publication date | 2022-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educar em Revista (JOURNAL) |
| Journal identifiers | ISSN: 0104-4060 • E-ISSN: 1984-0411 |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/1984-0411.84875-t |
| OpenAlex | W4313906503 |
| SciELO | S0104-40602022000100207 |
| Language | EN |
| References cited | 4 |
This paper aims to show that reflections/actions produced by teachers in their pedagogical practice contribute to the production of a kind of thought in the school curriculum that goes beyond the captivity of the representation. The analysis has stemmed from research conducted through semi-structured interview with teachers from a state public school. The analysis of the teachers' statements is aligned with the post-structuralist perspective and shows how the reflections/actions produced by them give rise to/rise up a thought of difference in the curriculum, as they put us face to face with the limits of essentialism and universalisms of the representational thought
Curriculum · Epistemology · Essentialism · Face (sociological concept · Mathematics education · Pedagogy · Perspective (graphical · Political science · Politics · Representation (politics · Social science · Sociology · Computer Science · Education and Digital Technologies · Education Pedagogy and Practices · Educational Practices and Policies · Psychology · Gender Studies · Philosophy
| Highly cited | No |
|---|