Produção Nacional
Revisado por pares
A Re-Configuração da Dialética Pedagógica com Vistas a uma Formação Emancipadora
2010; Currículo sem Fronteiras; Volume: 10; Issue: 2 Linguagem: Inglês
ISSN
1645-1384
AutoresJosé Pedro Boufleuer, Paulo Evaldo Fensterseifer,
Tópico(s)Education and Digital Technologies
ResumoAssuming the presuppositions of an after-metaphysician thinking and those of a communicative reason, the text criticizes pedagogic doings that limits to systemization and presentation of cultural contents. In compensation it points to the educator's necessary existential bond with learnings he intends to teach, and in this way teaching assumes the character of a testimony of the own learning, important condition for student's engagement in his/her scholarship. This way a pedagogic dialectics is configured in which in the first moment the teacher evaluates on the light of his/her own learning the possible reasons he/she would have to attest the validity and importance of what he/she intends to teach. The second moment, the one of a strictly pedagogic interaction, links to the development of dynamics able to reach student's complicity with learning. Already in a third moment the teacher examines how much he/she changed his/her perceptions in relation to the approached themes, checking if he/she really placed himself/herself as a learning subject in the established interaction process. Vigilant in relation to those dimensions of pedagogic doing the education (liberating) does not give up of a formation project but no longer conceives it as finished, closed, and to which the new generations simply should adapt themselves
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