Apropriação/vivência de valores em questão: repercussões na prática pedagógica
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Data
2007-10-26
Autores
Andrade, Teresa Cristina Bruno [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A discussão sobre apropriação/vivência de valores – se colocada em nível radical – necessita previamente passar pelo estudo acurado das concepções filosóficas subjacentes na Política Educacional brasileira atual que engendra os currículos vivenciados nas instituições escolares do país. Nesse sentido, estabeleceram-se como objetivos da pesquisa de campo identificar a percepção de professores das séries iniciais do Ensino Fundamental, sobre apropriação e vivência de valores e a metodologia que eles indicam usar, em sua prática pedagógica, quanto a esses conteúdos atitudinais. Identificar a influência do currículo oculto em sua práxis educativa. Identificar se a formação profissional das docentes contribui para educação com pluralidade ética. Pauta-se em Arendt (2000, 2003), asseverando que todos os aspectos da condição humana têm alguma relação com a política. Também em Sarabia (2000), quando assinala que os professores devem dar a mesma atenção aos conteúdos atitudinais, valores e normas que dispensam aos conteúdos factuais e conceituais. Cabe ao Estado responsabilizar-se pela efetivação dos direitos humanos, garantindo igualdade de oportunidades a todos os cidadãos. Para que os alunos tenham claros seus direitos, dentre outros aspectos, faz-se necessária sólida formação em valores, entendendo-os sob o ponto de vista da transvaloração dos valores como em Nietzsche (1988a) e do politeísmo de valores conforme postulado por Weber (1998). Supôs-se que a prática pedagógica dos professores, objeto desta pesquisa, favorecesse a apropriação/vivência de valores, atitudes e normas, contribuindo para educação emancipadora, visando aos interesses do coletivo da humanidade.
The discussion about value/living appropriation – is in a radical level – it is necessary to go through the accurate study of philosophical conceptions which is subjacent in the Brazilian Political Education nowadays, therefore the questions in the roll. There were established as the field research objectives to identify the teacher’s perception, especially those of the initial grades of the Fundamental Teaching, about the value conception and indicated methodology for the attitudinal content, values and rules so that students can perceive the social problems and, with critical sense, became participant and capable to think changes, looking for solutions. Mention in Arendt (2000, 2003), that all aspects of human conditions have a relation with politics. Also in Sarabia (2000), when is mentioned that the teachers should give the same attention to the attitudinal content, values and rules that are given to the factual and conceptual ones. It is up for the State’s responsibility the human rights accomplishment, to guarantee equal opportunities for all citizens. So that the students have their rights clearly, beyond other aspects, it is necessary solid value development, knowing them through Nietzsche (1988a) e Weber (1998) polytheism point of view. Presumed the teacher’s pedagogical practices, this research object, supported the value/living, attitudes and rules appropriation, contributing for the education emancipation, aiming the humanity collectives concerns. The following instruments were used: questionnaire, interviews and teacher’s statement in the data collection; for the analyses and interpretation, the Sample theory and estimation statistics (BARBETTA, 1998), the Hermeneutic (ALVES, 1991) and, yet, synthesis amplified (SANCHEZ-GAMBOA, 1989).
The discussion about value/living appropriation – is in a radical level – it is necessary to go through the accurate study of philosophical conceptions which is subjacent in the Brazilian Political Education nowadays, therefore the questions in the roll. There were established as the field research objectives to identify the teacher’s perception, especially those of the initial grades of the Fundamental Teaching, about the value conception and indicated methodology for the attitudinal content, values and rules so that students can perceive the social problems and, with critical sense, became participant and capable to think changes, looking for solutions. Mention in Arendt (2000, 2003), that all aspects of human conditions have a relation with politics. Also in Sarabia (2000), when is mentioned that the teachers should give the same attention to the attitudinal content, values and rules that are given to the factual and conceptual ones. It is up for the State’s responsibility the human rights accomplishment, to guarantee equal opportunities for all citizens. So that the students have their rights clearly, beyond other aspects, it is necessary solid value development, knowing them through Nietzsche (1988a) e Weber (1998) polytheism point of view. Presumed the teacher’s pedagogical practices, this research object, supported the value/living, attitudes and rules appropriation, contributing for the education emancipation, aiming the humanity collectives concerns. The following instruments were used: questionnaire, interviews and teacher’s statement in the data collection; for the analyses and interpretation, the Sample theory and estimation statistics (BARBETTA, 1998), the Hermeneutic (ALVES, 1991) and, yet, synthesis amplified (SANCHEZ-GAMBOA, 1989).
Descrição
Palavras-chave
Politica e educação, Educação e Estado, Pluralidade ética, Educação política, Polytheisms values, Ethic plurality, Worthy life condition, Political education
Como citar
ANDRADE, Teresa Cristina Bruno. Apropriação/vivência de valores em questão: repercussões na prática pedagógica. 2007. 228 f. Tese (Doutorado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2007.