Dimensões sociais do conhecimento: implicações à docência e às práticas educativas | Zendy

Martin Kühn | Zendy; Mara Lúcia Welter Kuhn | Zendy

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Dimensões sociais do conhecimento: implicações à docência e às práticas educativas

Author(s) -

Martin Kühn,

Mara Lúcia Welter Kuhn

Publication year - 2017

Publication title -

educação unisinos

Language(s) - English

Resource type - Journals

eISSN - 2177-6210

pISSN - 1519-387X

DOI - 10.4013/edu.2018.223.09

Subject(s) - openness to experience , intentionality , meaning (existential) , social knowledge , sociology of scientific knowledge , sociology , epistemology , reflection (computer programming) , set (abstract data type) , debriefing , psychology , pedagogy , social science , social psychology , philosophy , computer science , programming language

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.

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