Implications of Old and New Paradigm in Science for Education

Detalhes bibliográficos
Autor(a) principal: Chaddad, Flávio Roberto
Data de Publicação: 2010
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira Multidisciplinar
Texto Completo: http://revistarebram.com/index.php/revistauniara/article/view/138
Resumo: Most problems of public school come from a fragmented teaching vision, obsolete methodologies, an inflexible curriculum, teachers as transmitters of an unquestionable science and students who are depositary of this content. All these aspects are products of the worldview originated from classical science. As a counterpoint to this paradigm in education, derived from the classical science, another is being built, whose foundation is based mainly on the Theory of Relativity, on the Quantum Theory and on the Dissipative Structures Theory. It involves a live educational process, in which the student is not limited to be only a content receiver, but to construct knowledge with peers and their teacher, who becomes the facilitator of a transitory knowledge. The aim of this study is to analyze, by means of a literature review, the implications of the old and the new scientific paradigms for education.
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spelling Implications of Old and New Paradigm in Science for EducationImplicações do Velho e do Novo Paradigma em Ciência para a EducaçãoOld scientific paradigmNew scientific paradigmEducation.Velho Paradigma CientíficoNovo Paradigma CientíficoEducação.Most problems of public school come from a fragmented teaching vision, obsolete methodologies, an inflexible curriculum, teachers as transmitters of an unquestionable science and students who are depositary of this content. All these aspects are products of the worldview originated from classical science. As a counterpoint to this paradigm in education, derived from the classical science, another is being built, whose foundation is based mainly on the Theory of Relativity, on the Quantum Theory and on the Dissipative Structures Theory. It involves a live educational process, in which the student is not limited to be only a content receiver, but to construct knowledge with peers and their teacher, who becomes the facilitator of a transitory knowledge. The aim of this study is to analyze, by means of a literature review, the implications of the old and the new scientific paradigms for education.Grande parte dos problemas da escola pública deriva de uma visão de ensino fragmentada, de metodologias obsoletas, de um currículo inflexível, de um professor transmissor de uma Ciência inquestionável e de um aluno depositário desse conteúdo. Todos esses aspectos são produtos da visão de mundo oriunda da Ciência clássica. Como contraponto a esse paradigma em educação, oriundo da Ciência clássica, se está construindo um outro. Este tem as suas bases fundamentadas, principalmente, na Teoria da Relatividade, na Teoria Quântica e Teoria das Estruturas Dissipativas e implica um processo educativo vivo, em que o aluno não se limita a ser apenas um receptor de conteúdos, mas constrói conhecimentos com seus pares e com o seu professor, que passa a ser facilitador de um conhecimento transitório. O objetivo deste estudo é analisar, através de uma revisão bibliográfica, as implicações do velho e do novo paradigma científico para a educação.Revista Brasileira Multidisciplinar - ReBraM2010-07-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://revistarebram.com/index.php/revistauniara/article/view/13810.25061/2527-2675/ReBraM/2010.v13i2.138Revista Brasileira Multidisciplinar - ReBraM; v. 13 n. 2 (2010): julho/dezembro; 22-342527-26751415-3580reponame:Revista Brasileira Multidisciplinarinstname:Universidade de Araraquara (UNIARA)instacron:UNIARAporhttp://revistarebram.com/index.php/revistauniara/article/view/138/108Chaddad, Flávio Robertoinfo:eu-repo/semantics/openAccess2018-02-01T11:36:05Zoai:ojs.revistarebram.com:article/138Revistahttp://revistarebram.com/index.php/revistauniaraPRIhttps://revistarebram.com/index.php/revistauniara/oairevistauniara@uniara.com||2527-26752527-2675opendoar:2018-02-01T11:36:05Revista Brasileira Multidisciplinar - Universidade de Araraquara (UNIARA)false
dc.title.none.fl_str_mv Implications of Old and New Paradigm in Science for Education
Implicações do Velho e do Novo Paradigma em Ciência para a Educação
title Implications of Old and New Paradigm in Science for Education
spellingShingle Implications of Old and New Paradigm in Science for Education
Chaddad, Flávio Roberto
Old scientific paradigm
New scientific paradigm
Education.
Velho Paradigma Científico
Novo Paradigma Científico
Educação.
title_short Implications of Old and New Paradigm in Science for Education
title_full Implications of Old and New Paradigm in Science for Education
title_fullStr Implications of Old and New Paradigm in Science for Education
title_full_unstemmed Implications of Old and New Paradigm in Science for Education
title_sort Implications of Old and New Paradigm in Science for Education
author Chaddad, Flávio Roberto
author_facet Chaddad, Flávio Roberto
author_role author
dc.contributor.author.fl_str_mv Chaddad, Flávio Roberto
dc.subject.por.fl_str_mv Old scientific paradigm
New scientific paradigm
Education.
Velho Paradigma Científico
Novo Paradigma Científico
Educação.
topic Old scientific paradigm
New scientific paradigm
Education.
Velho Paradigma Científico
Novo Paradigma Científico
Educação.
description Most problems of public school come from a fragmented teaching vision, obsolete methodologies, an inflexible curriculum, teachers as transmitters of an unquestionable science and students who are depositary of this content. All these aspects are products of the worldview originated from classical science. As a counterpoint to this paradigm in education, derived from the classical science, another is being built, whose foundation is based mainly on the Theory of Relativity, on the Quantum Theory and on the Dissipative Structures Theory. It involves a live educational process, in which the student is not limited to be only a content receiver, but to construct knowledge with peers and their teacher, who becomes the facilitator of a transitory knowledge. The aim of this study is to analyze, by means of a literature review, the implications of the old and the new scientific paradigms for education.
publishDate 2010
dc.date.none.fl_str_mv 2010-07-26
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info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://revistarebram.com/index.php/revistauniara/article/view/138
10.25061/2527-2675/ReBraM/2010.v13i2.138
url http://revistarebram.com/index.php/revistauniara/article/view/138
identifier_str_mv 10.25061/2527-2675/ReBraM/2010.v13i2.138
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://revistarebram.com/index.php/revistauniara/article/view/138/108
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Brasileira Multidisciplinar - ReBraM
publisher.none.fl_str_mv Revista Brasileira Multidisciplinar - ReBraM
dc.source.none.fl_str_mv Revista Brasileira Multidisciplinar - ReBraM; v. 13 n. 2 (2010): julho/dezembro; 22-34
2527-2675
1415-3580
reponame:Revista Brasileira Multidisciplinar
instname:Universidade de Araraquara (UNIARA)
instacron:UNIARA
instname_str Universidade de Araraquara (UNIARA)
instacron_str UNIARA
institution UNIARA
reponame_str Revista Brasileira Multidisciplinar
collection Revista Brasileira Multidisciplinar
repository.name.fl_str_mv Revista Brasileira Multidisciplinar - Universidade de Araraquara (UNIARA)
repository.mail.fl_str_mv revistauniara@uniara.com||
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