Banca de DEFESA: TAIRONE LIMA DE SOUSA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : TAIRONE LIMA DE SOUSA
DATA : 08/06/2018
HORA: 14:00
LOCAL: Sala de Multimeios I
TÍTULO:

Em construção


PALAVRAS-CHAVES:

Gaston Bachelard; formation; scientific pedagogy; intersubjectivity.


PÁGINAS: 219
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

This present study aims to investigate the contributions of the epistemology of Gaston Bachelard to the field of education, highlighting the idea of a scientific pedagogy in teaching as a foundation for the development and formation of a new scientific spirit, as opposed to traditional forms of teaching. This research is of a theoretical nature on the work of the French philosopher and assumes that the epistemology of Gaston Bachelard has a "pedagogical background" still unexplored, expressed when the author highlights the "pedagogical aspect" that the scientific notions carry. We intended to emphasize, initially, aspects of Bachelard’s thinking by situating it within the French academic-philosophical context and, afterwards, by investigating the main concepts derived from its epistemology. In particular, we approach Bachelard’s notions of applied rationalism, regional rationalisms and integral rationalism, epistemological obstacles, epistemological profile, philosophy of no, beyond the collective character of scientific activity and aspects of the role of the imagination. Next, we discuss and analyze the contributions of Gaston Bachelard's thinking to the field of education in order to clarify the need for a new pedagogy in teaching, which he advocates. The epistemology of Gaston Bachelard criticizes the traditional forms of education by understanding education with the sense of formation, defending a permanent formation of the individuals. This sense of formation, in Bachelard’s thought, runs throughout the two strands of his work - scientific and poetic - emphasizing the unpredictable need to experience the real and the unreal for the formation of the individual. It is by a copious process of disillusionment, rectification of errors, and removal of the obstacles which Bachelard understands the permanent formation of man, which never presents itself a priori objective, but with a past of rectified errors. We also emphasize the importance of an intersubjective relationship in teaching, from which a pedagogy of result and aphorism must give way to a pedagogy of dialogue and formation, moving towards the reversal of dialectics: those who are taught must teach. Another aspect evidenced was the possible relationship between regional rationalisms and discussions in the field of school interdisciplinarity, which, as we understand it in this work, "upholds" the epistemological field of each area, in a certain way, but looking for congruence and dialogue as close as possible to the other subject areas in order not to detach themselves from the complex reality to which the subjects are placed. Indeed, Bachelard’s scientific pedagogy shelters the presuppositions of its epistemology, because the author, by being concerned with the fundamentals and the requirements for the development of the scientific spirit, will combat the traditional forms of teaching by cultivating the desire to build in education the development of a new, scientific pedagogy or, as we understand it in this work, of a pedagogy of formation.


MEMBROS DA BANCA:
Presidente - 1451196 - ANDRE FERRER PINTO MARTINS
Externo à Instituição - ISAIAS BATISTA DE LIMA - UECE
Interno - 282.302.644-49 - JOSINEIDE SILVEIRA DE OLIVEIRA - UERN
Externo à Instituição - MARCOS PIRES LEODORO - UFSCAR
Interno - 347048 - MARIA DA CONCEICAO XAVIER DE ALMEIDA
Notícia cadastrada em: 29/05/2018 10:16
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