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Tytuł pozycji:

Revisiting the physics education projects in a Bakhitinian perspective

Tytuł:
Revisiting the physics education projects in a Bakhitinian perspective
Autorzy:
José Ortega
André Machado Rodrigues
Cristiano Mattos
Temat:
Projetos de ensino de física
Sociologia da Educação
Análise do discurso
Gêneros do discurso
Education (General)
L7-991
Science (General)
Q1-390
Źródło:
Investigações em Ensino de Ciências, Vol 22, Iss 3, Pp 16-39 (2017)
Wydawca:
Universidade Federal do Rio Grande do Sul, 2017.
Rok publikacji:
2017
Kolekcja:
LCC:Education (General)
LCC:Science (General)
Typ dokumentu:
article
Opis pliku:
electronic resource
Język:
English
Spanish; Castilian
Portuguese
ISSN:
1518-8795
Relacje:
https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/403; https://doaj.org/toc/1518-8795
DOI:
10.22600/1518-8795.ienci2017v22n3p16
Dostęp URL:
https://doaj.org/article/17897edb364745bb8c1e500e20ecc3be  Link otwiera się w nowym oknie
Numer akcesji:
edsdoj.17897edb364745bb8c1e500e20ecc3be
Czasopismo naukowe
In this article, we point out correlations between the 1970s social-historical context and the of physics teaching sphere at the time, through the analysis of utterances expressed in two educational projects texts: The Physics Project at Harvard University and the Project of Physical Education at the University of Sao Paulo. Given the infinity and complexity of mediations between society and projects, we focus on mediations that refer to the broader spheres of social activity. We want to outline the socio-historical mediations that allow us to identify the social and historical limits to which they were submitted. Therefore, it is in this dialectical relationship between educational work and the historical horizon of a society that we take the bakhtinian concept of discursive genre, which allows representing the relations between history and discourse. Within this relationship social teleology, communicative intentions and the discursive choices of the subjects of human activity are established. Thus our discursive, social, and historical perspective of analysis indicates that the educational discourses they produced, is an expression of the needs, values and commitments of organized social groups of those societies, and that their ideological productions were reflected and refracted in the thematic content, composition and genre style produced within the teaching in that context.

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