TECHICAL Series MATHEMATICS • INFORMATICS • PHYSICS Series PHILOLOGY Series ECONOMIC SCIENCES Sereies EDUCATIONAL SCIENCES Series LAW AND SOCIAL SCIENCES Series
The Overburdening of School Pupils as a Consequence of Educational Discourse
(University of Ljubljana, A?kerčeva 2, 1000, Ljubljana *e-mail: andreja.hocevarl@guest.arnes.si)
Vol. LXI • No. 1/2009
Andreja Hočevar* Mojca Kovač ?ebart, Janez Krek, Miha Kovač
University of Ljubljana, A?kerčeva 2, 1000, Ljubljana
*e-mail: andreja.hocevarl@guest.arnes.si

 Keywords   overburdening, learning demands, stress, traditional and modern schooling, subversiveness of knowledge, permissive discourse, social conditions.

 Abstract
In this paper we discuss the problem of the overburdening of pupils in schools or from school, using data from international studies which allow a comparison of Slovene pupils with those from other countries. Through interpreting the data, which do not indicate a cogent empirical basis for a belief in excessive burdening, we outline the professional and political context of the prevailing pedagogical theories and the demands of a mature capitalist society on the individual, and demonstrate why they lead to the belief that pupils are overburdened with schoolwork. If the reproduction of the existing social conditions is one of the fundamental functions of school institutions, then the effects of the discourse about overburdening and the "repressiveness? of school must also be analysed from this viewpoint, whereby its hidden and less desirable aspects are revealed. This discourse, when connected with permissive pedagogical discourse, results in the reduction of the concrete learning demands on children, which has the most radical effect on children from culturally underprivileged environments, whose social position is to a great extent dependent on the very realisation of the subversive potential of school knowledge.

 Rezumat
În acest articol este analizată problema suprasolicitării elevilor în şcoală, utilizând date din studii internaţionale care permit o comparaţie între elevii sloveni şi cei din alte ţări. Interpretarea datelor subliniază contextul profesional şi politic al teoriilor pedagogice predominante şi cerinţele unei societăţi mature capitaliste asupra individului, demonstrându-se de ce apare problema că elevii sunt suprasolicitaţi de activităţile şcolare. Dacă una din funcţiile fundamentale ale instituţiilor şcolare este reproducerea condiţiilor sociale existente, atunci discursul despre suprasolicitare trebuie analizat şi din această perspectivă, caz în care se relevă aspectele sale mai puţin dezirabile. Acest discurs rezultă în reducerea concretă a cerinţelor de educaţie, fapt care afectează negativ în special copiii din mediile culturale neprivilegiate şi a căror poziţie socială depinde de cunoştinţele dobândite în şcoală.



Vol. LXII • No. 2/2010
Vol. LXII • No. 1B/2010
Vol. LXII • No. 1A/2010
Vol. LXI • No. 2/2009
Vol. LXI • No. 1/2009
Vol LX • No. 1C/2008
Vol. LX • No. 1B/2008
Vol LX • No. 1A/2008
Vol LIX • No. 2/2007
Vol LIX • No. 1/2007
Vol LVIII • No. 2/2006
Vol LVIII • No. 1/2006
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