THE ORPHANS OF CONSTRUCTIVISM
Nenhuma Miniatura disponível
Data
2016-01-01
Autores
Orientador
Coorientador
Pós-graduação
Curso de graduação
Título da Revista
ISSN da Revista
Título de Volume
Editor
Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis
Tipo
Artigo
Direito de acesso
Acesso restrito
Resumo
In Brazil, the relationship between the need to overcome social, political and educational problems generated by the military dictatorship established in 1964 and the search for didactic-pedagogical responses to the problems of literacy and illiteracy found its synthesis in the constructivist theory resulting from research by Emilia Ferreiro and presented by her as a conceptual revolution in literacy. Initially, this theory was characterized as counter hegemonic in the set of ideas and practices of leftist, and its disseminators presented it as a promise of overcoming political and didactic-pedagogical problems for the literacy of the popular classes and sons of illiteracy. In the last three decades, however, this theory has consolidated itself as hegemonic (and not only for literacy and public school), having founded, through Brazilian appropriations, a new tradition that identifies the fourth crucial moment (still current) in the history of literacy in Brazil. And nowadays one can evaluate that the introduction and consolidation of constructivism as a theoretical foundation of educational policies contributed, as a disservice, to create generations of orphans of constructivism.
Descrição
Palavras-chave
Idioma
Português
Como citar
Revista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 11, p. 2267-2286, 2016.