The school chalenge of teaching per subject and the need for knowledge rebinding

Authors

  • Celso José Martinazzo FIDENE - UNIJUÍ - Unversidade Regional do Noroeste do Estado do RS
  • Óberson Isac Dresch Professor da Rede Pública Estadual

DOI:

https://doi.org/10.5902/198464449234

Keywords:

Complexity, school education, knowledge.

Abstract

In this paper we propose a reflection on the challenge of school to work the question of knowledge in the form of a subject and the need of rebinding the knowledge. Among the many tasks that historically have always been tasks of school education, there is the commitment to transmission and production of knowledge. When referring to the school as a privileged agency dealing with the issue of knowledge, many implications arising from this statement are faced. It is sought to interpret these implications and possibilities in the light of the contributions of the principles of complexity theory due to the understanding that this paradigmatic matrix one of the privileged references for understanding the process of production of relevant knowledge, i.e., a knowledge that, while it distinguish itself, seeks to promote the rebinding of knowledge.

Author Biographies

Celso José Martinazzo, FIDENE - UNIJUÍ - Unversidade Regional do Noroeste do Estado do RS

Professor do Departamento de Humanidades e Educação e do Programa de Mestrado e Doutorado em Educação nas Ciências da Unijuí. marti.sra@terra.com.br

Óberson Isac Dresch, Professor da Rede Pública Estadual

Mestre em Educação nas Ciências pela Universidade Regional do Noroeste do Estado do RS - UNIJUÍ

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Published

2014-06-18

How to Cite

Martinazzo, C. J., & Dresch, Óberson I. (2014). The school chalenge of teaching per subject and the need for knowledge rebinding. Education, 39(2), 289–300. https://doi.org/10.5902/198464449234

Issue

educação, v. 39, n. 2, maio/ago. 2014

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


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