Social dimensions of knowledge: Implications for teaching and educational practices

Authors

  • Martin Kuhn Universidade Regional do Noroeste do Estado do Rio Grande do Sul - UNIJUÍ.
  • Mara Lúcia Welter Kuhn FACULDADE DE EDUCAÇÃO E TECNOLOGIA DA REGIÃO MISSIONEIRA - FETREMIS

DOI:

https://doi.org/10.4013/edu.2018.223.12641

Abstract

The recognition of a set of other knowledge and diverse social practices that are oriented to other rigorous criteria, in addition to modern science, is still an issue today. It is, fundamentally, a reflection on the recognition that knowledge is indelibly marked by the human condition. This understanding allows us to question the monolithic view of science or the possibility of scientific knowledge detached from the different historical and social contexts. Therefore, it is imperative that both the school and teacher training debrief science, the meaning, and the intentionality of scientific knowledge. Both school and university, while spaces and time of transmission of a tradition, should hold possibilities for an openness of the world.

Keywords: science, knowledge, school.

Author Biographies

Martin Kuhn, Universidade Regional do Noroeste do Estado do Rio Grande do Sul - UNIJUÍ.

Pedagogo e Sociólogo.

Doutor em Educação nas Ciências

Professor de Fundamentos Históricos e Filosóficos da Educação.

Mara Lúcia Welter Kuhn, FACULDADE DE EDUCAÇÃO E TECNOLOGIA DA REGIÃO MISSIONEIRA - FETREMIS

Licenciada em História.

Mestre em Educação nas Ciências - UNIJUÍ.

Professora e coordenadora das atividades de pesquisa e extensão.

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Published

2017-09-17

Issue

Vol. 22 No. 3 (2018): July/September

Section

Articles

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