A discussion on the new critical convergences towards the centrality of knowledge in school: the theories of the relation to knowledge of Bernard Charlot and the return of Michael Young's powerful knowledge
In the late 1960s, driven by the increasing capacity of computational data processing, statistics that linked school success with students' social backgrounds became the main argument in favor of the idea that schools -even the public ones- did little more than reproduce class inequalities and...
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Universidade Federal de Santa Catarina,
2021-12-01T00:00:00Z.
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