RESUMEN DE METADATOS
Crossing the threshold of material and symbolic entry to school represents the possibility of suspendig social inequality
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publishedFecha
2024-02-07Autor
Capocasale, Alejandra
ANEP CFE
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This paper presents a theoretical
research into the role of school in the
modern western society of the 21st century
characterized by social inequality. It takes
as a central reference of theoretical analysis
the contributions of some contemporary
educators of relevance such as Philippe
Meirieu, Jan Masschelein, Maarten Simons
and Gert Biesta. The conceptual categories
selected are those linked to the theory of
school culture, namely: material school culture
in its space-time dimension, school culture
symbolic, teaching, learning and educational
research. In this sense, a conceptual review
of the role of teachers (from their teaching
and research) in this unequal social structure
is realized in terms of the possibility that the
school will again be the space-time recovery of
the right to education as a public and national
good. It is understood that school can restore
its democratizing state function if it manages
to restore free time as the one necessary for
people to succeed in free, participative and
cooperative education.
Keywords: School culture, teaching, learning,
educational research, social inequality