Lógica pragmática e educação: experiência e linguagem em Dewey e Peirce
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Data
2011-10-21
Autores
Trevisan, Marlon Dantas [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa, Lógica pragmática e educação: experiência e linguagem em Dewey e Peirce, é uma análise da filosofia pragmatista, com destaque aos aspectos enunciados no título, concernentes ao legado de Dewey e às relações de aproximação e contraste que este mantém com os escritos de Peirce. O percurso investigativo, ao buscar contribuir para as pesquisas sobre os fundamentos teóricos do pragmatismo deweyano, poderá auxiliar o profissional de educação, no sentido de subsidiá-lo em uma reflexão acerca dos alicerces de uma filosofia da experiência, como a pragmática, o que poderá levá-lo a rever posturas tradicionais, tais como a supervalorização dos conteúdos e da memória, frente à rotina escolar. Nosso problema de pesquisa diz respeito à notável ausência de estudos concernentes à influência da filosofia de Peirce sobre a descrição do processo de conhecer em Dewey; inquietação que, ao ordenar nossa investigação, fê-la revelar-se um aporte teórico que pode nos socorrer com relação à indiferença do estudante frente ao processo educativo. Nas análises empreendidas, procuramos descrever de que modo a linguagem viabiliza a experiência (e vice-versa), cujo ambiente se constitui física e culturalmente. As relações entre a lógica e o pensamento reflexivo foram enunciadas em diversos aspectos, capitaneadas pela inferência – núcleo de toda ação inteligente, segundo o autor –. O símbolo revelou-se um operador cognitivo central neste processo, em consonância com a descrição semiótica de Peirce, que concebia aquele signo como realização de terceiridade, em sua tríade mais importante: ícone / índice / símbolo. Embora não tenhamos analisado a teoria peirceana com a mesma amplitude da lógica de Dewey...
This research, Pragmatic logics and education: experience and language, according to Dewey and Peirce, is an analysis of the pragmatic philosophy, highlighting the enunciated aspects in the title, concerning to the legacy of Dewey and the relations of approximation and contrast that Dewey maintains with the papers of Peirce. The investigative route, when searching to contribute for the researches about the theoretical basis of deweyan pragmatism, might help the education professional, referring to supporting him on a reflection about the basis of a philosophy of experience, as the pragmatic, which will lead him to rethink about traditional attitudes, such as the super valorization of the contents and memory in relation to the scholastic routine. Our problem of research refers to the notable absence of studies concerning the influence of the philosophy of Peirce about the description of the process of knowledge according to Dewey; inquietation, that, when directing our investigation, made it be revealed as an theoretical apport, which can help us, referring to the indifference of the student concerning the educational process. On the analyses elaborated, we tried to describe how the language enables the experience (and vice versa), whose environment is constituted physically and culturally. The relations between logics and the reflexive thought were enunciated in several aspects, conducted by the inference – nucleus of all the intelligent action, according to the author –. The symbol demonstrated to be a central cognitive operator in this process, in accordance with the semiotic description of Peirce, which conceived that sign as the realization of the thirdness, in his most important tryad: icon / index / symbol. Although we have not analyzed the theory of Peirce with the same amplitude of the logics of Dewey... (Complete abstract click electronic access below)
This research, Pragmatic logics and education: experience and language, according to Dewey and Peirce, is an analysis of the pragmatic philosophy, highlighting the enunciated aspects in the title, concerning to the legacy of Dewey and the relations of approximation and contrast that Dewey maintains with the papers of Peirce. The investigative route, when searching to contribute for the researches about the theoretical basis of deweyan pragmatism, might help the education professional, referring to supporting him on a reflection about the basis of a philosophy of experience, as the pragmatic, which will lead him to rethink about traditional attitudes, such as the super valorization of the contents and memory in relation to the scholastic routine. Our problem of research refers to the notable absence of studies concerning the influence of the philosophy of Peirce about the description of the process of knowledge according to Dewey; inquietation, that, when directing our investigation, made it be revealed as an theoretical apport, which can help us, referring to the indifference of the student concerning the educational process. On the analyses elaborated, we tried to describe how the language enables the experience (and vice versa), whose environment is constituted physically and culturally. The relations between logics and the reflexive thought were enunciated in several aspects, conducted by the inference – nucleus of all the intelligent action, according to the author –. The symbol demonstrated to be a central cognitive operator in this process, in accordance with the semiotic description of Peirce, which conceived that sign as the realization of the thirdness, in his most important tryad: icon / index / symbol. Although we have not analyzed the theory of Peirce with the same amplitude of the logics of Dewey... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Dewey, John, 1859-1952, Peirce, Charles S. (Charles Sanders), 1839-1914, Pragmatica, Lógica
Como citar
TREVISAN, Marlon Dantas. Lógica pragmática e educação: experiência e linguagem em Dewey e Peirce. 2011. 170 f. Tese (Doutorado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências de Marília, 2011.