A discussion on the new critical convergences towards the centrality of knowledge in school: the theories of the relation to knowledge of Bernard Charlot and the return of Michael Young's powerful knowledge
DOI:
https://doi.org/10.5007/2175-795X.2021.e74006Abstract
In the late 1960s, driven by the increasing capacity of computational data processing, statistics that linked school success with students' social backgrounds became the main argument in favor of the idea that schools -even the public ones- did little more than reproduce class inequalities and legitimize them by attributing school failure to the poor intellectual abilities of subordinate class students. Both in England and France, critical theories about education questioned the curriculum, which they saw as arbitrary and related to the interests and tastes of the privileged classes, as well as the authority of the teacher, transmitter of these contents and legitimizer of educative but especially social failure, of children from low strata. This apparent consensus is explicitly broken with the turn of the century, and authors such as Bernard Charlot in France and Michael FD Young in England, converge on pointing to knowledge as the central factor in educational work. The objective of this article is to examine the approaches of the two authors on this point, to compare both perspectives, and to propose overcoming visions of some distances that separate them. It concludes with a theoretical critique of both perspectives, an attempt of an overcoming synthesis, underlining the value of knowledge as a central factor in educational activities.
References
BECKER, Gary. Human Capital. Chicago: University of Chicago Press, 1993.
BELL, Daniel. El advenimiento de la sociedad post-industrial. Madrid: Alianza Universidad, 1976.
BOURDIEU, Pierre; PASSERON, Jean Claude. Los herederos: Los estudiantes y la cultura. Buenos Aires: Siglo XXI, 2003.
CHARLOT, Bernard (Org.). Os jovens e o saber. Perspectivas mundiais. Porto Alegre: Artmed. 2001.
CHARLOT, Bernard. “La question du rapport au savoir: convergences et différences entre deux approaches”. Savoirs, 10:37-43. 2006.
CHARLOT, Bernard. La relación con el saber. Elementos para una teoría. Montevideo: Trilce. 2006.
CHARLOT, Bernard. La relación con el saber, formación de los maestros y profesores, educación y globalización. Montevideo: Trilce. 2008.
CHARLOT, Bernard. Da relação com o saber às práticas educativas. Sao Paulo: Cortex. 2013.
DRUCKER, Peter. La revolución educativa. En: Etzioni A. y Etzioni E. (Comp.) Los cambios sociales. Fuentes tipos y consecuencias. México: FCE. 1968 p.
FRANKEL, Boris. Los utópicos postindustriales, Ed. Alfons el Magnànim, Valencia. 1989.
GORZ, André. Métamorphose du travail. París: Ed. Galilée. 1998.
GOULDNER, Alvin. La dialéctica de la ideología y la tecnología. Madrid: Alianza.1978.
GOULDNER, Alvin. El futuro de los intelectuales y el ascenso de la nueva clase. Madrid: Alianza. 1980.
HABERMAS, Jürgen. Problemas de legitimación en el capitalismo tardío. Buenos Aires: Amorrortu. 1973.
HABERMAS, Jürgen. Ciencia y técnica como “ideología”. Madrid: Tecnos. (1989)
HABERMAS, Jürgen. La lógica de las ciencias sociales. Madrid: Tecnos. 1988.
MARRERO, Adriana. El asalto femenino a la universidad: un caso para la discusión de los efectos reproductivos del sistema educativo en relación al género. Revista Argentina de Sociología. 7:47-69, 2006.
MINCER, Jacob. Human capital and economic growth. Massachusetts: National Bureau of Economic Research. 1981.
TEDESCO, Juan Carlos. La educación y la construcción de la democracia en la sociedad del conocimiento. Buenos Aires: IIPE-UNESCO.1999.
TEDESCO, Juan Carlos. El nuevo pacto educativo. Educación, competitividad y ciudadanía en la sociedad moderna. Madrid: Anaya. 1995.
SCHULTZ, T.W (1961) Investment in Human capital. The American Economic Review, v. 51, n. 1, p. 1-17, 1961.
TOFFLER, Alvin. El “shock” del futuro. Barcelona: Editorial Plaza & Janés. 1981.
TOFFLER, Alvin. El cambio del poder. Barcelona: Editorial Plaza & Janés. 1990.
TOURAINE, Alvin. La sociedad post-industrial. Barcelona: Ariel. 1973.
WEBER, Max. Sobre la teoría de las ciencias sociales. Barcelona: Península. 1971.
WEBER, Max. “La ciencia como vocación” en “Ensayos de sociología contemporánea” vol. I. Barcelona, Planeta-De Agostini 1985.
WILBY, Peter. Interview of Michael F. D. Young. The Guardian. 09 oct. 2018. Homepage: www.theguardian.com/education/2018/oct/09/counterculture-class-warrior-turned-to-gove?CMP=share_btn_tw Date of publication: 09/10/2018
YOUNG, Michael FD. El futuro de la educación en una Sociedad del conocimiento. Un argumento radical en defensa de un currículo centrado en materias. Pedagogía y Saberes 45. 79-88. Bogotá. 2016.
YOUNG, Michael FD. What schools are for. Educacao, Sociedade &Culturas, 32. 145-155. 2011.
YOUNG, Michael FD. Bringing knowledge back in. From social constructivism to social realism in the sociology of education, Routledge. London 2008.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Adriana Marrero
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This journal provides open access to all of it content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. For more information on this approach, see the Public Knowledge Project, which has designed this system to improve the scholarly and public quality of research, and which freely distributes the journal system as well as other software to support the open access publishing of scholarly resources. The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
The Perspectiva allow the author(s) yo hold the copyright without restrictions as well as publishing rights. If the paper will be republished later in another format, the author(s) should inform that it has originally been published as article in Perspectiva Journal and quote the complete references.