THE ONTOLOGICAL FOUNDATIONS OF DIDACTICS: THE MEDIATION UNDERSTOOD FROM THE ONTOLOGY OF THE SOCIAL BEING
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Data
2016-09-01
Autores
Vieira de Almeida, Jose Luis [UNESP]
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Editor
Unesp-faculdade Ciencias & Letras
Resumo
This text focuses on mediation in the perspective of the Ontology of Social Being and also as a central category in educational activities. Understood in this way, mediation becomes central to Didactics. The mediation and the Ontology of the Social Being must support Didactics because it always establishes a relation between the immediate and the mediate. Mediation is ontological because it is an exclusive possibility of the human being, but the ontological character of didactics is not limited to mediation. It is also expressed in the fundamental concern of didactics that is focused on understanding the processes that involve teaching and, in this way, allow learning. It should be remembered that teaching and learning are also possibilities restricted to the human being, which reinforces the ontological nature of didactics. In addition, in the school context, teaching and learning express a tension between a teacher who is unique and his / her students who are several, two, ten, and forty ... Thinking, for example, in an expositive class: speech of the teacher is unique, but what about the students' understanding? Thus, it is not enough to say that the didactic is ontological, it is necessary to say that it must be based on the Ontology of the Social Being. To discuss the ontological foundations of didactics, we chose to present three topics. In the first, mediation is discussed; In the second, clues are given to the question posed in the previous paragraph; And in the third, didactics is discussed. In the conclusion, we try to establish a synthesis of the topics developed, evidencing the ontological nature of Didactics expressed in the mediation that is established between the teacher and the student.
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Mediation, Didactics, Fundamentals
Como citar
Revista On Line De Politica E Gestao Educacional. Araraquara: Unesp-faculdade Ciencias & Letras, v. 20, n. 3, p. 514-527, 2016.