Atividade humana educativa: um olhar para a tecnologia na Metodologia da Mediação Dialética M.M.D
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Data
2022-03-29
Autores
Silva, Priscila Francisca da
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Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo pauta-se na Atividade humana educativa, tal como elaborada por Arnoni (ARNONI 2007-2020), vislumbrando a possibilidade de o desenvolvimento da “Metodologia da Mediação Dialética M.M.D.” (ARNONI 2007-2020), enquanto processo de superação do atual modelo de aula proposto pelo sistema educacional brasileiro cujas estruturas mantêm as desigualdades do sistema sócio-político e econômico que permeiam a educação. Pretende-se, a partir deste estudo, abordar a propagação das tecnologias educacionais, sua supervalorização no mercado tecnológico, no meio empresarial e, em especial, na educação formal institucionalizada, em que assume o viés determinista como suposta solução dos problemas da educação nacional, ao atribuir-lhe uma grandeza transformadora e autossuficiente, capaz de engendrar, por si só, o conhecimento. Fundamentado nos pressupostos teóricos da ontologia do ser social, em especial, os de Marx (2008, 2011) e Lukacs (2013), dentre outros, que considerou o trabalho como atividade humana laborativa, a partir da qual Arnoni (2021) elaborou a atividade humana educativa, mantendo a composição do trabalho: intencionalidade, objeto e instrumental, como possibilidade de superação do modelo burguês de aula. O referencial teórico e metodológico da Atividade humana educativa, destaca que a intencionalidade centra-se em promover a superação da aula tradicional, tomando como objeto o conceito educativo por meio da organização metodológica do conceito científico, via etapas da Metodologia da Mediação Dialética M.M.D, sendo esta um pressuposto metodológico e instrumental. A partir dos pressupostos da Atividade humana educativa, busca-se compreender as tecnologias educacionais, considerando os referenciais teóricos sobre o instrumental e sobre a linguagem na organização metodológica do conceito científico, via Metodologia da Mediação Dialética. São precípuas tais considerações para que se configure a tecnologia no processo educativo, por compreender que as indefinições que circundam a temática levam a confusões empíricas, que no contexto escolar, solidificam práticas que limitam ainda mais o conhecimento às classes dominadas.
This study is based on human educational activity, elaborated by Profa. Dr. Maria Eliza Brefere Arnoni (ARNONI 2007-2020), envisioning the possibility of developing the "Methodology of Dialectical Mediation M.M.D." (ARNONI 2007-2020), promoting the overcoming of the current class model, proposed by the Brazilian educational system, aiming at maintaining the socio-political and economic system. It is intended, from this study, to approach the propagation of educational technologies, their overvaluation in the technological market, in the business environment and, especially, in institutionalized formal education, in which it assumes the deterministic bias, as the supposed solution of the problems of national education, by attributing to it a transformative and self-sufficient greatness, capable of engendering, by itself, knowledge. Arnoni (2007-2021), when studying the theoretical assumptions of the ontology of the social being, in particular, those of Marx (2008, 2011) and Lukács (2013), among others, considered work as a labor human activity, according to which he elaborated the educational human activity, maintaining the composition of the work - intentionality, object and instrumental, as a possibility of overcoming the current bourgeois model of class. The theoretical and methodological framework of human educational activity, elaborated by Arnoni (2021), informs that intentionality focuses on promoting the overcoming of the traditional class, the object focuses on the educational concept, the methodological organization of the scientific concept, via stages of the Methodology of Dialectical Mediation M.M.D, which is the methodological and instrumental resource. Based on the assumptions of human educational activity, we seek to understand educational technologies, considering the theoretical references on the instrumental and language in the methodological organization of the scientific concept, through the Dialectical Mediation Methodology. Such considerations are primary so that technology is configured in the educational process because it is understood that the indefinitions surrounding the theme lead to empirical confusions, which in the school context solidify practices that further limit knowledge to the dominated classes.
This study is based on human educational activity, elaborated by Profa. Dr. Maria Eliza Brefere Arnoni (ARNONI 2007-2020), envisioning the possibility of developing the "Methodology of Dialectical Mediation M.M.D." (ARNONI 2007-2020), promoting the overcoming of the current class model, proposed by the Brazilian educational system, aiming at maintaining the socio-political and economic system. It is intended, from this study, to approach the propagation of educational technologies, their overvaluation in the technological market, in the business environment and, especially, in institutionalized formal education, in which it assumes the deterministic bias, as the supposed solution of the problems of national education, by attributing to it a transformative and self-sufficient greatness, capable of engendering, by itself, knowledge. Arnoni (2007-2021), when studying the theoretical assumptions of the ontology of the social being, in particular, those of Marx (2008, 2011) and Lukács (2013), among others, considered work as a labor human activity, according to which he elaborated the educational human activity, maintaining the composition of the work - intentionality, object and instrumental, as a possibility of overcoming the current bourgeois model of class. The theoretical and methodological framework of human educational activity, elaborated by Arnoni (2021), informs that intentionality focuses on promoting the overcoming of the traditional class, the object focuses on the educational concept, the methodological organization of the scientific concept, via stages of the Methodology of Dialectical Mediation M.M.D, which is the methodological and instrumental resource. Based on the assumptions of human educational activity, we seek to understand educational technologies, considering the theoretical references on the instrumental and language in the methodological organization of the scientific concept, through the Dialectical Mediation Methodology. Such considerations are primary so that technology is configured in the educational process because it is understood that the indefinitions surrounding the theme lead to empirical confusions, which in the school context solidify practices that further limit knowledge to the dominated classes.
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Palavras-chave
Atividade humana educativa, Metodologia da Mediação Dialética, Linguagem, Instrumental tecnológico, Human educational activity, Dialectical Mediation Methodology, Language, Technological instrument