FAE003 - EDUCATIONAL DISCOURSES AND PROCESSES IV : DOMINANT POLITICS AND THE POLITICS OF KNOWLEDGE IN EDUCATION
Turma: U
Sala: Instituto de Geo-Ciências (IGC/UFMG) (Sala 3053).
Data de início: 17/11/2025
Data de término: 01/12/2025
N° total de vagas: 45
Tipo: Mini Curso
Carga horária: 15 horas
Vagas para eletivas: Sim
Vagas para isoladas: Não
Docentes responsáveis
- JULIO EMILIO DINIZ PEREIRA
Docentes externos
Michael W. Apple
Horários
- Segunda - 14:00 às 17:30
Ementa
The course will focus on key aspects of the relationship between education and differential power relations in the larger society. A significant part of it will examine the conflicts surrounding official knowledge.
Programa
This includes the following:
1. Why cultural struggles are central elements of dominance and subordination and to building forms of resistance.
2. Critical analyses of current rightist movements and the reasons behind their success.
3. Who are the people and groups who can play fundamental roles in building and defending more critically democratic alternatives to dominant policies and practices.
4. An important part of the course wll also be to draw on the participants' experiences with all of these issues, since Brazil also has a long and valuable history of dealing with these politics inside and outside of education.
Bibliografia
Apple, M. W. (1979/1990/2004/2019). Ideology and curriculum. Routledge. https://doi.org/10.4324/9780203487563
Apple, M. W. (Ed.) (1982/2017). Cultural and economic reproduction in education. Routledge and Kegan Paul.
Apple, M. W. (1982/1995/2012). Education and power. Routledge. https://doi.org/10.4324/9780203143124
Apple, M. W. & Weis, L. (Eds.) (1983). Ideology and practice in schooling. Temple University Press.
Apple, M. W. (1986). Teachers and texts: A political economy of class and gender relations in education. Routledge.
Apple, M. W. (1993/2000/2014). Official knowledge: Democratic education in a conservative age. Routledge.
Apple, M. W. (1996). Cultural politics and education: The John Dewey lectures. Teachers College Press.
Apple, M. W. (1999). Power, meaning, and identity. Peter Lang.
Apple, M. W., assisted by Aasen, P., Cho, M. K., Gandin, L. A., Oliver, A., Sung, Y.-K., Tavares, H., & Wong, T.-H. (2003). The state and the politics of knowledge. Routledge. https://doi.org/10.4324/9780203441190
Apple, M. W. (2001/2006). Educating the “right” way: Markets, standards, God, and inequality. Routledge.
Apple, M. W. (2006). Rhetoric and reality in critical educational studies. British Journal of Sociology of Education, 27, 679-687. https://doi.org/10.1080/01425690600958923
Apple, M. W. (2008). Racisms, power, and contingency. Race, Ethnicity and Education, 11, 329-336. https://doi.org/10.1080/13613320802291207
Apple, M. W. (Ed.) (2010). Global crises, social justice, and education. Routledge. https://doi.org/10.4324/9780203861448
Apple, M. W. On Being a Scholar/Activist. Acquired Wisdom/Education Review 21.
Apple, M. W. (2010). Fly and the fly bottle: On Dwayne Huebner, the uses of language, and the nature of the curriculum field. Curriculum Inquiry, 40, 95-103. https://doi.org/10.1111/j.1467-873X.2009.00469.x
Apple, M. W. (2013a). Can education change society? Routledge. https://doi.org/10.4324/9780203083550
Apple, M. W. (2013b). Knowledge, power, and education: The selected works of Michael W. Apple. Routledge. https://doi.org/10.4324/9780203118115
Apple, M. W. (2019). Critical education, critical theory, and the critical scholar/activist. Educational Policy, 33(7), 1171-1179. https://doi.org/10.1177/0895904818810529
Apple, M. W. (2020). Culture, identity, and power. Educational Policy, 34(3), 548-554. https://doi.org/10.1177/0895904819857828
Apple, M. W. (2021). Introduction. In P. Freire, Pedagogy in process (pp. vii-xvii). Bloomsbury. https://doi.org/10.1515/9783110709865-201
Apple, M. W. (2022). Knowledge and sociality: On the Institute of Education (London) as a second home. London Review of Education, 20(1). https://doi.org/10.14324/lre.20.1.16
Apple, M. W., & Au, W. (Eds.) (2015). Critical education, Volumes I-IV. Routledge
Apple, M. W., & Beane, J. A. (Eds.) (1995). Democratic schools. Association for Supervision and Curriculum Development.
Apple, M. W., & Beane, J. A. (Eds.) (2007). Democratic schools: Lessons in powerful education, (2nd ed.). Heinemann.
Apple, M. W., & Buras, K. L. (Eds.) (2006). The subaltern speak: Curriculum, power, and educational struggles. Routledge.
Apple, M. W., Au, W., & Gandin, L. A. (Eds). (2009). The Routledge international handbook of critical education. Routledge. https://doi.org/10.4324/9780203882993
Apple, M. W., Ball, S., & Gandin, L. A. (Eds.) (2010). The Routledge international handbook of the sociology of education. Routledge. https://doi.org/10.4324/9780203863701
Apple, M. W., Gandin, L. A., Liu, S., Meshulam, A., & Schirmer, E. (2019). The struggle for democracy in education: Lessons from social realities. Routledge. https://doi.org/10.4324/9781315194684
Apple, M. W., & Whitty, G. (1999). Structuring the postmodern in education policy. In Hill, D, McLaren, P. Cole, M, & Rikowski, G. (Eds.). Postmodernism in educational theory: Education and the politics of human resistance (pp. 10-30). The Tufnell Press.
Apple, R. D. (1987). Mothers and medicine: A social history of infant feeding, 1890-1950. University of Wisconsin Press.
Apple, R. D. (2006). Perfect motherhood: Science and childrearing in America. Rutgers University Press.