The school knowledge in times of plurality of knowledge and new ways of learning

Authors

  • José Augusto Pacheco Instituto de Educação da Universidade do Minho, Portugal; Centro de Investigação em Educação (CIEd).
  • Geovana Mendonça Lunardi Mendes Universidade do Estado de Santa Catarina, Brasil.
  • Joana Raquel Faria de Sousa Instituto de Educação da Universidade do Minho, Portugal; Centro de Investigação em Educação (CIEd).

DOI:

https://doi.org/10.4013/edu.2018.224.15769

Abstract

This article addresses the school knowledge in the times of a plurality of knowledge and of new approaches to learning by two essential themes: the school – in between the past and the future – and the logic of organizing knowledge. At each point, questions were introduced to answer the foundational question of Curriculum Studies – What is the most valuable knowledge?. In the absence of a definitive answer, even more so with the affirmation of digital technologies and their impact on the ways of learning, the discussion centered on how the school has produced the rupture in the transition from a society of tradition, or transmission, to a society of knowledge. It is argued, therefore, that the discussion about knowledge is fundamental, even if it is necessary to review the logic and recognize the fact that technology alone does not introduce significant changes, although the way we act cognitively is in process of change.

Keywords: knowledge, digital technologies, learning.

Author Biographies

José Augusto Pacheco, Instituto de Educação da Universidade do Minho, Portugal; Centro de Investigação em Educação (CIEd).

Professor Catedrático do Instituto de Educação, da Universidade do Minho. Centro de Investigação em Educação (CIEd), da Universidade do Minho.

Geovana Mendonça Lunardi Mendes, Universidade do Estado de Santa Catarina, Brasil.

Professora Permanente do Programa de Pós-graduação em Educação, da Universidade do Estado de Santa Catarina

Joana Raquel Faria de Sousa, Instituto de Educação da Universidade do Minho, Portugal; Centro de Investigação em Educação (CIEd).

Doutoranda em Ciências da Educação, especialização em Desenvolvimento Curricular no Instituto de Educação, da Universidade do Minho (Portugal), com Bolsa de Doutoramento da Fundação para a Ciência e a Tecnologia (SFRH/BD/93389/2013). Centro de Investigação em Educação (CIEd), da Universidade do Minho.

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Published

2018-07-12

Issue

Vol. 22 No. 4 (2018): October/December

Section

Articles

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