Três versões do pragmatismo deweyano no Brasil dos anos cinqüenta
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Data
1999-07-01
Autores
Cunha, Marcus Vinicius da [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade de São Paulo (USP), Faculdade de Educação
Resumo
O presente texto parte de uma caracterização em que o movimento escolanovista brasileiro é considerado como difusor da introdução de procedimentos científicos no campo pedagógico, como se a educação devesse subordinar-se às regras do pensamento e às descobertas obtidas pela ciência. em seguida, mostra que essa caracterização descreve apenas uma das tendências do ideário educacional renovador, sendo que outra, desenvolvida marcadamente sob a influência de John Dewey, filósofo e educador norte-americano, apresenta norteamentos bastante diversos. Assim, analisa alguns artigos publicados na Revista Brasileira de Estudos Pedagógicos, órgão do Instituto Nacional de Estudos Pedagógicos, INEP, nos anos de 1950. Tais artigos, de autoria de Anísio Teixeira, João Roberto Moreira e Luiz Alves de Mattos, entre outros, traduzem o ideário educacional renovador daquele período e expressam concepções fundamentadas nas idéias de John Dewey. Os temas debatidos por esses educadores brasileiros são agrupados, de maneira geral, em torno das seguintes categorias: democracia, liberdade, pesquisa sócio-educacional e planejamento educacional. Na análise desenvolvida, percebe-se que os autores expressam diferentes visões do mesmo pensador - John Dewey -, fato que é compreensível mediante o conceito de recontextualização, originário das teses de Basil Bernstein, segundo o qual as teorias ou concepções filosóficas sofrem alterações, muitas vezes fundamentais, quando são convertidas em discurso pedagógico. Ao mesmo tempo que espera contribuir para melhor compreensão da presença do pensamento deweyano no Brasil, o presente trabalho também sugere a necessidade de maior aprofundamento quanto ao estudo dos processos recontextualizadores no campo educacional.
This text starts with a characterization in which the Brazilian New School movement is considered as the disseminator of the introduction of scientific procedures in the pedagogical field, as if education should be subordinated to the rules of thought and to the findings of science. The text then shows that this characterization describes only one of the trends among the renewed educational ideas. Another idea, this one heavily influenced by the thinking of North-American philosopher and educator John Dewey, offers very different directions. The paper then analyzes some articles published in the fifties by the Revista Brasileira de Estudos Pedagógicos, a journal published by the National Institute of Pedagogical Studies (INEP). Such articles, written by Anísio Teixeira, João Roberto Moreira, and Luiz Alves de Mattos amongst others, translate the renewed educational ideas of the period and express the conceptions based on John Dewey s ideas. The themes discussed by those Brazilian educators are grouped according to the following categories: democracy, freedom, socio-educational research, and educational planning. Along the analysis performed here it has been noted that the authors express different visions of the same thinker - John Dewey. This fact can be understood using the concept of recontextualization, proposed by Basil Bernstein, according to whom the theories or philosophical conceptions suffer modifications, sometimes fundamental, as they are transformed in pedagogical discourses. At the same that this work intends to contribute to a better understanding of the presence of Dewey s thinking in Brazil, it also points to the need of developing deeper studies about the processes of recontextualization in the educational field.
This text starts with a characterization in which the Brazilian New School movement is considered as the disseminator of the introduction of scientific procedures in the pedagogical field, as if education should be subordinated to the rules of thought and to the findings of science. The text then shows that this characterization describes only one of the trends among the renewed educational ideas. Another idea, this one heavily influenced by the thinking of North-American philosopher and educator John Dewey, offers very different directions. The paper then analyzes some articles published in the fifties by the Revista Brasileira de Estudos Pedagógicos, a journal published by the National Institute of Pedagogical Studies (INEP). Such articles, written by Anísio Teixeira, João Roberto Moreira, and Luiz Alves de Mattos amongst others, translate the renewed educational ideas of the period and express the conceptions based on John Dewey s ideas. The themes discussed by those Brazilian educators are grouped according to the following categories: democracy, freedom, socio-educational research, and educational planning. Along the analysis performed here it has been noted that the authors express different visions of the same thinker - John Dewey. This fact can be understood using the concept of recontextualization, proposed by Basil Bernstein, according to whom the theories or philosophical conceptions suffer modifications, sometimes fundamental, as they are transformed in pedagogical discourses. At the same that this work intends to contribute to a better understanding of the presence of Dewey s thinking in Brazil, it also points to the need of developing deeper studies about the processes of recontextualization in the educational field.
Descrição
Palavras-chave
Educação brasileira, Pragmatismo, Escola Nova, John Dewey, Brazilian education, Pragmatism, New School, John Dewey
Como citar
Educação e Pesquisa. Faculdade de Educação da Universidade de São Paulo, v. 25, n. 2, p. 39-55, 1999.