Seis epígrafes para la disciplina escolar: política educativa chilena reciente
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Data
2019
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Edições Universitárias Lusófonas
Resumo
O artigo discute a disciplina escolar em suas relações com a ordem social como expressão da política educacional chilena, principalmente nas diretrizes curriculares atuais. Argumenta-se que a disciplina, por excelência, represente o dispositivo de ordem escolar por sua vocação à normalização dos sujeitos e conhecimentos. Especificamente no caso das diretrizes curriculares, pode-se observar a padronização do conhecimento escolar em um currículo técnico que é funcional para a ordem neoliberal. A pesquisa documental valendo-se da hermenêutica como técnica, demonstra a importância da disciplina na escola ao regular conhecimento e discursos. A pesquisa ratifica a importância da disciplina na escola ao regular conhecimento e discursos. Nas diretrizes curriculares, o objetivo do aprendizado é o mecanismo disciplinar que renova um currículo técnico que teve início com a reforma educacional de 1965. O período da ditadura teria aprofundado e se aperfeiçoado nos Governos da Concertación, apesar de sua funcionalidade com a reprodução social e sua contribuição para a geração de desigualdade. A dimensão da desigualdade educacional no Chile requer uma Politica da Reparação para promover uma transmutação ética e política desde um círculo vicioso de disciplina para sua espiral virtuosa.
The article analyzes the school discipline aligned with the social order and its expression in the Chilean educational policy, particularly under the current curriculum guidelines. The hypothesis is that the school’s discipline is par excellence a device that reproduces the school order due to its normalizing vocation and knowledge dissemination. The curriculum allows to observe the normalization of the school knowledge through a technical curriculum that it is functional to the neoliberal order. Documentary research as well as the use of a hermeneutic approach highlights the importance of the school discipline in regards to the normalization of individuals, as well as the educational institution’s subjects, knowledge, and discourse. Despite the functionality to the social reproduction its contribution to generate inequality, the learning objective of the curriculum is the disciplinary mechanism that renews the technical one which was initiated with the pedagogy by objectives in the educational reform of 1965, deepened in the dictatorship and perfected in the democratic governments (1990-2015). Finally, the extent of educational inequality in Chile requires a policy of reparation or, in other words, one that promotes ethical and political transmutation that moves from a vicious cycle of discipline to a virtuous spiral.
The article analyzes the school discipline aligned with the social order and its expression in the Chilean educational policy, particularly under the current curriculum guidelines. The hypothesis is that the school’s discipline is par excellence a device that reproduces the school order due to its normalizing vocation and knowledge dissemination. The curriculum allows to observe the normalization of the school knowledge through a technical curriculum that it is functional to the neoliberal order. Documentary research as well as the use of a hermeneutic approach highlights the importance of the school discipline in regards to the normalization of individuals, as well as the educational institution’s subjects, knowledge, and discourse. Despite the functionality to the social reproduction its contribution to generate inequality, the learning objective of the curriculum is the disciplinary mechanism that renews the technical one which was initiated with the pedagogy by objectives in the educational reform of 1965, deepened in the dictatorship and perfected in the democratic governments (1990-2015). Finally, the extent of educational inequality in Chile requires a policy of reparation or, in other words, one that promotes ethical and political transmutation that moves from a vicious cycle of discipline to a virtuous spiral.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, POLÍTICA EDUCATIVA, CONHECIMENTO, DEMOCRATIZAÇÃO DA EDUCAÇÃO, DISCIPLINA, HISTÓRIA DA EDUCAÇÃO, CHILE, EDUCATION, EDUCATIONAL POLICY, KNOWLEDGE, DEMOCRATIZATION OF EDUCATION, DISCIPLINE, HISTORY OF EDUCATION, SDG 10 - Reduced Inequalities
Citação
Oliva , M A 2019 , ' Seis epígrafes para la disciplina escolar: política educativa chilena reciente ' , Revista Lusófona de Educação .