Filosofia da educação e aceleração social: discussões contemporâneas para os estudos curriculares

• Autor: Taveira, Flavio Augusto Leite
• Formato: objeto de conferencia
• Fecha de Publicación: 2023
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: PUCP-Institucional
• Lenguaje: portugués
• OAI Identifier: oai:repositorio.pucp.edu.pe:20.500.14657/199296
• Enlace del recurso: https://repositorio.pucp.edu.pe/index/handle/123456789/199296
• Nivel de acceso: acceso abierto
• Materia: Hegemony; Curriculum; Critical Theory; Hartmut Rosa; Sociology; Hegemonía; Currículo; Teoría crítica; Sociología; https://purl.org/pe-repo/ocde/ford#5.03.00

In this text, I aim to offer reflections for Curriculum Studies in Latin America, articulating Hartmut Rosa's sociological perspective of Social Acceleration with the concerns of Curriculum Studies for the educational field, assuming a hermeneutic stance based on writings from the Brazilian Philosophy of Education. In my reflections, I draw on curriculist Michael Apple and the use of Antonio Gramsci's concept of hegemony to argue that the Curriculum in its multiplicity can produce and/or reproduce a hegemonic current of Social Acceleration, and it is fruitful for Curriculum Studies to reflect on these possibilities in today's reality. As an example, I take the results of empirical research in psychology that show the growing rate of Burnout Syndrome in teachers, this syndrome being one of the main symptoms of Social Acceleration described by Hartmut Rosa.