The fragmentation of knowledge and schools from the 20th century
DOI:
https://doi.org/10.19180/1809-2667.v25n22023.19084Keywords:
fragmentation of knowledge, school, educationAbstract
This study aims to discuss the role of the school in the education process of society from the 20th century and the way in which knowledge is organized and worked in these schools. Therefore, it was guided by the bibliographic technique, from exploratory objectives. The fragmented knowledge and the specialization of the modern sciences have provided, over time, improvements in the quality of life of the populations, but they have also brought some inconveniences, distancing man from reality, producing in them a crumbled conscience, this phenomenon was called by Japiassu (1976) as the “Knowledge Pathology”, something that could be fought by schools, but what we could still observe is the structuring of a fragmented teaching with well-defined and delimited school subjects worked in isolation without articulation between knowledge.Downloads
References
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