Pragmatismo, conhecimento e currículo: para além do objetivismo e do relativismo

Biesta, Gert

doi:10.24220/2318-0870v19n2a2682

Cited by 4 publications

(1 citation statement)

References 17 publications

(8 reference statements)

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“…This paper draws on data generated in design-based research (Anderson & Shattuck, 2012;Barab & Squire, 2004), exploring the use of picturebooks in climate change education in primary schools. Like much design-based research, this study is informed by pragmatism, which is values-based and outcome-focused (Morgan, 2014), recognising knowledge to be rooted in experience, always partial but beneficial for improvements to practice (Biesta, 2014;Dewey, 1908;Johnson & Onwuegbuzie, 2004). As design-based research, the study was centred on developing new approaches with data analysed to support the 'progressive refinement' (Collins et al, 2004, p. 18) of an education programme and to contribute to wider theory.…”

Section: Methodsmentioning

confidence: 99%

What are topic emotions? A comparison of children's emotional responses to climate change, climate change learning and climate change picturebooks

Oberman

2024

British Educational Res J

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Pekrun and his colleagues highlight the significance and diversity of emotion in education. Their analysis suggests that these emotions can be categorised by their stimuli into those related to the classroom: activities, outcomes, relationships, topics and knowledge processes (epistemic). Most research in this area has focused on achievement emotions, with relatively limited research exploring topic emotions. This paper develops a framework for conceptualising topic emotions. It reports on a design‐based study that captured children's expressions of emotion in response to a climate change education programme using picturebooks. The data brought together emotional responses to climate change, to learning about climate change and to climate‐related picturebooks. Qualitative analysis of these responses highlights how they differ not only with regard to the emotions expressed, but also the structure of the emotional experience. Emotional responses to the broad topic of climate change were expressed as ongoing analytical judgements, where those related to learning about climate change were immersive and finite. Reading climate‐related picturebooks involved exploring how emotion is communicated and evoked. This supported quasi‐emotional experiences, where the reader imagines the emotions of the characters. The picturebooks are also shown to create vicarious emotional experiences, involving ethical‐based responses to the behaviour and circumstances depicted. Based on this analysis, the paper proposes a framework for disaggregating these differing emotional experiences related to topic.

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Section: Methodsmentioning

confidence: 99%

What are topic emotions? A comparison of children's emotional responses to climate change, climate change learning and climate change picturebooks

Oberman

2024

British Educational Res J

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O conhecimento como resposta curricular

Costa

Lopes

2022

Rev. Bras. Educ.

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RESUMO O artigo focaliza o debate sobre conhecimento no campo do currículo, argumentando que o conflito em torno desse nome marca o dinamismo de uma resposta de dado pensamento político curricular, que busca controlar aquilo que é lido como faltoso a si, a alteridade. Inicialmente, com a contribuição dos estudos de Derrida e Laclau, interpreta a política como constituída por meio de processos contingentes de subjetivação na relação com a alteridade. Na seção seguinte, discute produções consideradas icônicas no campo do currículo, pontuando as tensões envolvidas na significação do conhecimento e como tais conflitos tendem a limitar o debate no campo. Conclui destacando que a reiteração do conhecimento como propriedade projeta um binarismo no pensamento curricular por meio da visão de conhecimento como dado ou como relacionado à experiência produtora de sujeitos. Defende que essa dinâmica delineia uma subjetivação curricular que visa fechar a significação de si via controle do outro.

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Knowledge as a curricular response

Costa,

Lopes

2022

Rev. Bras. Educ.

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The article focuses the debate on knowledge in the curriculum field, arguing that the conflict over this name marks the dynamism of a given curricular thought response that seeks to control what is read as lacking in itself, the otherness. Initially, with the contribution of the studies by Derrida and Laclau, it interprets policy as constituted through contingent processes of subjectivation in relation to otherness. In the following section, it discusses productions considered iconic in the field of curriculum, highlighting the tensions involved in the meaning of knowledge and how such conflicts tend to limit debate in the field. It concludes by highlighting that the reiteration of knowledge as property projects a binarism in curricular thinking, through the view of knowledge as data or as related to the subject-producing experience. It argues that this dynamic outlines a curricular subjectivation that aims to close the meaning of itself via control of the other.

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Pragmatismo, conhecimento e currículo: para além do objetivismo e do relativismo

Cited by 4 publications

References 17 publications

What are topic emotions? A comparison of children's emotional responses to climate change, climate change learning and climate change picturebooks

What are topic emotions? A comparison of children's emotional responses to climate change, climate change learning and climate change picturebooks

O conhecimento como resposta curricular

Knowledge as a curricular response

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