A educação e a teoria da complexidade na formação de professores: problemas e desafios
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Data
2012-03-29
Autores
Malosso Filho, Marcolino [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O autor do presente trabalho teve como objetivo analisar, a partir dos subsídios fornecidos pela Teoria da Complexidade, a Educação e a Formação do professor no atual Modelo Formativo. O intuito foi o de identificar os pressupostos da prática pedagógica do professor, presentes no seu processo de Formação. Buscou-se identificar e estabelecer relações desses pressupostos com os pressupostos da Teoria da Complexidade. O objetivo foi, então, a partir do Pensamento Complexo, analisar e compreender os significados de aprender, ensinar e conhecimento. Buscou-se também identificar as principais características e possíveis interfaces do Modelo da Complexidade com o modelo social atual, inserido na denominada Sociedade da Informação e do Conhecimento. Para tanto, a metodologia foi a pesquisa bibliográfica. O texto foi estruturado em quatro partes: na primeira, o autor apresentou os fundamentos da Teoria da Complexidade, desenvolveu algumas reflexões sobre o Ser Humano, identificado como um sistema aprendente, e discutiu o significado de aprender. Esses elementos foram analisados com o propósito de indicar de que maneira eles podem auxiliar a prática profissional dos professores. Foram feitas, ainda, reflexões sobre a sociedade, denominada Sociedade da Informação e do Conhecimento e entendida como sistema aprendente. Na segunda parte, foi desenvolvido um estudo sobre o significado de ensinar e o processo denominado Educação. Tomado como um processo de humanização, foram destacadas as suas características no processo de construção e desenvolvimento da Educação no Brasil. Na terceira parte, foram estabelecidas relações entre os assuntos abordados nas duas partes anteriores e tratadas questões referentes à formação do professor e ao sistema formativo atual, com o propósito de poder compreender...
The author of this study want to analyze, from subsidies provided by the Complexity Theory, the Education and Training Teacher Formation in the current model. The aim was to identify the assumptions of the teacher's pedagogic practice, present in the process of formation. We sought to identify and establish relationships with these assumptions the Theory of Complexity. The goal was then, from the Complex Thinking, analyze and understand the meanings of learning, teaching and knowledge. It also sought to identify the main characteristics and possible interfaces with the Complexity Model with the present social model, inserted in the so-called Information Society and Knowledge. For this purpose, the methodology was a literature search. The text was divided into four parts: first, the author presented the foundations of Complexity Theory, developed some reflections on the Human Being identified as a learner system, and discussed the meaning of learning. These elements were analyzed in order to indicate how they can assist teachers' professional practice. Were made also reflections on the society, called the Information Society and Knowledge understood as a system and learner. In the second part, a study was developed to teach about the meaning and the process called education. Taken as a process of humanization, its features were highlighted in the construction and development of education in Brazil. In the third part, relations were established between the matters discussed in the previous two parts and which issues related to teacher education and training system today, with the purpose of being able to understand how it is organized and what are the consequences caused by this type of organization the teacher's pedagogic practice. In the fourth part, were given some theoretical support from the... (Complete abstract click electronic access below)
The author of this study want to analyze, from subsidies provided by the Complexity Theory, the Education and Training Teacher Formation in the current model. The aim was to identify the assumptions of the teacher's pedagogic practice, present in the process of formation. We sought to identify and establish relationships with these assumptions the Theory of Complexity. The goal was then, from the Complex Thinking, analyze and understand the meanings of learning, teaching and knowledge. It also sought to identify the main characteristics and possible interfaces with the Complexity Model with the present social model, inserted in the so-called Information Society and Knowledge. For this purpose, the methodology was a literature search. The text was divided into four parts: first, the author presented the foundations of Complexity Theory, developed some reflections on the Human Being identified as a learner system, and discussed the meaning of learning. These elements were analyzed in order to indicate how they can assist teachers' professional practice. Were made also reflections on the society, called the Information Society and Knowledge understood as a system and learner. In the second part, a study was developed to teach about the meaning and the process called education. Taken as a process of humanization, its features were highlighted in the construction and development of education in Brazil. In the third part, relations were established between the matters discussed in the previous two parts and which issues related to teacher education and training system today, with the purpose of being able to understand how it is organized and what are the consequences caused by this type of organization the teacher's pedagogic practice. In the fourth part, were given some theoretical support from the... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação, Professores - Formação, Aprendizagem, Education, Teacher formation
Como citar
MALOSSO FILHO, Marcolino. A educação e a teoria da complexidade na formação de professores: problemas e desafios. 2012. 132 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2012.