Curriculum Studies in Brazil: Intellectual Histories, by W. Pinar

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By W. Pinar

This assortment, made from chapters fascinated with the highbrow histories and current situations of curriculum reports in Brazil, is Pinar's precis of exchanges (occurring over a two-year interval) among the authors and individuals of a world Panel (scholars operating in Finland, South Africa, the United States).

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In Leaders in Curriculum Studies: Intellectual Self-Portraits, ed. Leonard Waks and Edmund C. Short (pp. 143–152). Rotterdam and Tapei: Sense Publishers. Pinar, William F. 2009b. The Worldliness of a Cosmopolitan Education: Passionate Lives in Public Service. New York: Routledge. Pinar, William F. 2009c. ” In Curriculum Studies: The Next Moment, ed. Erik Malewski (pp. 528–533). New York: Routledge. Pinar, William F. 2010a. Curriculum Studies in South Africa. New York: Palgrave Macmillan. , ed.

Given such market-driven homogenizing educational policies, everyday life researchers, such as Oliveira, endorse struggles against economistic thinking and speak for social emancipation in the quotidian contexts of school lives. In each quotidian reality, Oliveira argues, this struggle is undertaken in different forms, and the more fully subjects (researchers and the researched) understand their reality, the greater are the chances of smart struggle for emancipation. Present conditions, Oliveira argues, provide the need for plunging into the quotidian.

Abstracting students and teachers as variables, technocratic studies disregarded subjectivity, assuming the “impossibility” of knowing what goes on inside the school. Technocratic studies seemed to assume that what happens inside is not important, even frequently wrong. Everyday life research also derived from the Marxist overemphasis upon reproduction and hegemony; it found that students and teachers not only reproduce what is, they also create, every day, new forms of being, making, and knowing.

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