The hegemonizing of scientific knowledge and the educational project of modernity
In this article I present some of my reflections about the preference given to scientific knowledge in the process of selection of school curricula contents. Using Laclau and Mouffe’s discourse theory (2004), I seek to establish relations between the process by which scientific knowledge became hege...
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| Format: | Article |
| Language: | English |
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Universidade Federal de Pelotas
2010-06-01
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| Series: | Pensamento Plural |
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| Online Access: | http://periodicos.ufpel.edu.br/ojs2/index.php/pensamentoplural/article/viewFile/3658/2994 |