Crossing the threshold of material and symbolic entry to school represents the possibility of suspendig social inequality
Resumen:
This paper presents a theoretical research into the role of school in the modern western society of the 21st century characterized by social inequality. It takes as a central reference of theoretical analysis the contributions of some contemporary educators of relevance such as Philippe Meirieu, Jan Masschelein, Maarten Simons and Gert Biesta. The conceptual categories selected are those linked to the theory of school culture, namely: material school culture in its space-time dimension, school culture symbolic, teaching, learning and educational research. In this sense, a conceptual review of the role of teachers (from their teaching and research) in this unequal social structure is realized in terms of the possibility that the school will again be the space-time recovery of the right to education as a public and national good. It is understood that school can restore its democratizing state function if it manages to restore free time as the one necessary for people to succeed in free, participative and cooperative education. Keywords: School culture, teaching, learning, educational research, social inequality
| 2024 | |
|
Cultura institucional aprendizaje Desigualdad social enseñanza |
|
| Inglés | |
| ANEP. Consejo de Formación en Educación | |
| RIdAA-CFE | |
| http://repositorio.cfe.edu.uy/123456789/2560 | |
| Acceso abierto | |
| cc by-nc-nd 4.0 |
| _version_ | 1815416037240209408 |
|---|---|
| author | Capocasale, Alejandra |
| author_facet | Capocasale, Alejandra |
| author_role | author |
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| bitstream.checksumAlgorithm.fl_str_mv | MD5 MD5 MD5 MD5 |
| bitstream.url.fl_str_mv | http://repositorio.cfe.edu.uy/bitstream/123456789/2560/1/license.txt http://repositorio.cfe.edu.uy/bitstream/123456789/2560/2/Capocasale%20Bruno%2c%20A..pdf http://repositorio.cfe.edu.uy/bitstream/123456789/2560/3/Capocasale%20Bruno%2c%20A..pdf.txt http://repositorio.cfe.edu.uy/bitstream/123456789/2560/4/Capocasale%20Bruno%2c%20A..pdf.jpg |
| collection | RIdAA-CFE |
| dc.creator.filiacion.ES.fl_str_mv | ANEP CFE |
| dc.creator.none.fl_str_mv | Capocasale, Alejandra |
| dc.date.accessioned.none.fl_str_mv | 2024-02-16T20:29:22Z |
| dc.date.available.none.fl_str_mv | 2024-02-16 2024-02-16T20:29:22Z |
| dc.date.issued.none.fl_str_mv | 2024-02-07 |
| dc.date.submitted.none.fl_str_mv | 2024-02-16 |
| dc.description.ES.fl_txt_mv | DOI https://doi.org/10.22533/at.ed.558452406024 |
| dc.description.abstract.none.fl_txt_mv | This paper presents a theoretical research into the role of school in the modern western society of the 21st century characterized by social inequality. It takes as a central reference of theoretical analysis the contributions of some contemporary educators of relevance such as Philippe Meirieu, Jan Masschelein, Maarten Simons and Gert Biesta. The conceptual categories selected are those linked to the theory of school culture, namely: material school culture in its space-time dimension, school culture symbolic, teaching, learning and educational research. In this sense, a conceptual review of the role of teachers (from their teaching and research) in this unequal social structure is realized in terms of the possibility that the school will again be the space-time recovery of the right to education as a public and national good. It is understood that school can restore its democratizing state function if it manages to restore free time as the one necessary for people to succeed in free, participative and cooperative education. Keywords: School culture, teaching, learning, educational research, social inequality |
| dc.format.ES.fl_str_mv | pdf |
| dc.format.extent.ES.fl_str_mv | 10 p |
| dc.identifier.isbn.ES.fl_str_mv | 2764-0558 |
| dc.identifier.uri.none.fl_str_mv | http://repositorio.cfe.edu.uy/123456789/2560 |
| dc.language.iso.none.fl_str_mv | eng |
| dc.publisher.ES.fl_str_mv | Atena |
| dc.relation.ispartof.ES.fl_str_mv | International Journal of Human Sciences Research |
| dc.rights.ES.fl_str_mv | openAccess |
| dc.rights.license.none.fl_str_mv | cc by-nc-nd 4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.ES.fl_str_mv | International Journal of Human Sciences Research; v.4, nº5 (2024) |
| dc.source.none.fl_str_mv | reponame:RIdAA-CFE instname:ANEP. Consejo de Formación en Educación instacron:ANEP. Consejo de Formación en Educación |
| dc.subject.ES.fl_str_mv | Cultura institucional aprendizaje |
| dc.subject.keywords.ES.fl_str_mv | Desigualdad social enseñanza |
| dc.title.none.fl_str_mv | Crossing the threshold of material and symbolic entry to school represents the possibility of suspendig social inequality |
| dc.type.ES.fl_str_mv | info:eu-repo/semantics/article |
| dc.type.version.ES.fl_str_mv | published |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | DOI https://doi.org/10.22533/at.ed.558452406024 |
| eu_rights_str_mv | openAccess |
| format | article |
| id | CFE_95826d50e8226bc3db2f67bb7d8709f9 |
| identifier_str_mv | 2764-0558 |
| instacron_str | ANEP. Consejo de Formación en Educación |
| institution | ANEP. Consejo de Formación en Educación |
| instname_str | ANEP. Consejo de Formación en Educación |
| language | eng |
| network_acronym_str | CFE |
| network_name_str | RIdAA-CFE |
| oai_identifier_str | oai:repositorio.cfe.edu.uy:123456789/2560 |
| publishDate | 2024 |
| reponame_str | RIdAA-CFE |
| repository.mail.fl_str_mv | mariavaleriapaulo@gmail.com |
| repository.name.fl_str_mv | RIdAA-CFE - ANEP. Consejo de Formación en Educación |
| repository_id_str | 10159 |
| rights_invalid_str_mv | cc by-nc-nd 4.0 openAccess |
| spelling | cc by-nc-nd 4.0openAccessinfo:eu-repo/semantics/openAccessCapocasale, AlejandraANEP CFE2024-02-16T20:29:22Z2024-02-162024-02-16T20:29:22Z2024-02-072024-02-162764-0558http://repositorio.cfe.edu.uy/123456789/2560DOI https://doi.org/10.22533/at.ed.558452406024This paper presents a theoretical research into the role of school in the modern western society of the 21st century characterized by social inequality. It takes as a central reference of theoretical analysis the contributions of some contemporary educators of relevance such as Philippe Meirieu, Jan Masschelein, Maarten Simons and Gert Biesta. The conceptual categories selected are those linked to the theory of school culture, namely: material school culture in its space-time dimension, school culture symbolic, teaching, learning and educational research. In this sense, a conceptual review of the role of teachers (from their teaching and research) in this unequal social structure is realized in terms of the possibility that the school will again be the space-time recovery of the right to education as a public and national good. It is understood that school can restore its democratizing state function if it manages to restore free time as the one necessary for people to succeed in free, participative and cooperative education. Keywords: School culture, teaching, learning, educational research, social inequalitypdf10 pengAtenaInternational Journal of Human Sciences ResearchInternational Journal of Human Sciences Research; v.4, nº5 (2024)reponame:RIdAA-CFEinstname:ANEP. Consejo de Formación en Educacióninstacron:ANEP. 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- ANEP. Consejo de Formación en Educaciónfalse |
| spellingShingle | Crossing the threshold of material and symbolic entry to school represents the possibility of suspendig social inequality Capocasale, Alejandra Cultura institucional aprendizaje Desigualdad social enseñanza |
| status_str | publishedVersion |
| title | Crossing the threshold of material and symbolic entry to school represents the possibility of suspendig social inequality |
| title_full | Crossing the threshold of material and symbolic entry to school represents the possibility of suspendig social inequality |
| title_fullStr | Crossing the threshold of material and symbolic entry to school represents the possibility of suspendig social inequality |
| title_full_unstemmed | Crossing the threshold of material and symbolic entry to school represents the possibility of suspendig social inequality |
| title_short | Crossing the threshold of material and symbolic entry to school represents the possibility of suspendig social inequality |
| title_sort | Crossing the threshold of material and symbolic entry to school represents the possibility of suspendig social inequality |
| topic | Cultura institucional aprendizaje Desigualdad social enseñanza |
| url | http://repositorio.cfe.edu.uy/123456789/2560 |
