The interface between disciplinary knowledge and heterogeneity in the formation of more solidary identities

Abstract

This article aims to propose reflections on disciplinary knowledge and heterogeneity in interface with the formation of the subject in the educational process to discuss how the student can learn from his encyclopedic knowledge, the social context in which it is immersed, as well as the dialogue between disciplinary knowledge and different knowledge and cultures. To this end, we approach the concepts of prescribed curriculum and powerful knowledge (YOUNG, 2013), in order to understand education in a holistic dimension in contemporaneity. For Libâneo (2012), it is no longer a question of keeping the old school based on knowledge, but of designing the school space that values human relations. From the conceptions of hidden curriculum and prescribed curriculum, arranged in this work, as well as the importance of dialogue with the cultures of the student, it is possible to say that the teaching and learning process is not exhausted in the text documents, in the norms, because teachers and students are protagonists in the creation of the curriculum. In this way, the great challenge is the dialogue between disciplinary knowledge and diversity, between different cultures. To engage in discussing such propositions in theory and practice is certainly a first step for the most vulnerable classes to be, in fact, included in the educational process, in which the quality of teaching contemplates all.