The socio-historical character of the science and the goals of science teaching in public schools in the 19th century
Looking at recovering the historicity of science, we strive to analyze it from the straggles which men have amongst themselves in the process of organization / subsistence of modern society. In this process, we state that the understanding of science goes through meaningful transformations. While di...
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| Formato: | Artículo publishedVersion Artículo revisado por pares |
| Lenguaje: | Español |
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Universidad de Antioquia
2009
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| Acceso en línea: | http://aprendeenlinea.udea.edu.co/revistas/index.php/revistaeyp/article/view/6052 http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=co/co-062&d=article6052oai |
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| Sumario: | Looking at recovering the historicity of science, we strive to analyze it from the straggles which men have amongst themselves in the process of organization / subsistence of modern society. In this process, we state that the understanding of science goes through meaningful transformations. While directing its strength to defeat feudality, the bourgeoisie made of science its powerful instrument of attack. By the end of the 19th century, when the new society and its institutions strove to be preserved, the science taught at school, which becomes public, laic and mandatory, started to be emphasized by the moral value that is believed exists in its method.How to reference this article: BELLANDA GALUCH, Maria Terezinha, “El carácter histórico-social de la ciencia y las finalidades de la enseñanza de las ciencias en la escuela pública del siglo XIX”, Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación, vol. XVII, núm. 43, (septiembre-diciembre), 2005, pp. 29-39.Received: september 2005Accepted: november 2005 |
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