Interesse e esforço: uma análise histórica a partir da teoria de John Dewey (1859-1952)
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/5429 |
Resumo: | This academic research historically analyzed the categories of interest and effort based on the theory of John Dewey (1859-1852). For this purpose, a qualitative study was carried out, aiming at understanding the concept of interest and effort, based on the author's historical, political, social, and intellectual influences. The author's theoretical contribution to the categories was presented, and the interpretations of contemporary scholars about interest and effort were investigated. The main sources used to refer to Dewey's books: Life and Education (1978), How We Think (1979a), Democracy and Education (1979b), Experience and Education (1979c), and La opinión pública y sus problemas (2004). It was found that in contemporary History of Education there are Dewey's interpreters of the categories of interest and effort; therefore, a bibliographic review was carried out in textbooks on History of Education and/or Pedagogy, in theses, dissertations, and scientific articles available on the Internet or published in books. The texts contained in the title, abstract, keywords, or in the body of the text the following descriptors: interest, effort, and John Dewey were selected. We also studied the authors who, like Dewey, are considered classics in educational studies and who discussed the selected categories: Kant (1724-1804), Herbart (1776-1841), Montessori (1870-1952), Decroly (1871-1932), Claparède (1873-1940), Kilpatrick (1871-1965), Krupskaya (1869- 1939), Vigotski (1896-1934), Makarenko (1888-1939), and Gramsci (1891-1937). Subsequently, we sought to understand Dewey's categories of interest and effort, relating them to his theory of education and democratic society. Based on the studies carried out, it was noted that Dewey, observing the numerous social transformations of his time, as well as the educational debates about the need for a new way of thinking about teaching, made possible great contributions to education. About the categories of interest and effort, it was verified that they are historically discussed in education, and, from a conciliation vision, Dewey composes them as an important part of the constitution of a democratic society. |
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Favoreto, Aparecidahttp://lattes.cnpq.br/3103506424875004Favoreto, Aparecidahttp://lattes.cnpq.br/3103506424875004Chaves, Martahttp://lattes.cnpq.br/3623759765067532Garcia, Ronaldo Aurélio Gimeneshttp://lattes.cnpq.br/9007404555091852Galter, Maria Inalvahttp://lattes.cnpq.br/7729468520363574http://lattes.cnpq.br/3365324738488967Buzin, Karina dos Santos de Moura2021-06-21T11:22:08Z2021-02-24BUZIN, Karina dos Santos de Moura. Interesse e esforço: uma análise histórica a partir da teoria de John Dewey (1859-1952). 2021. 128 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel - PR.http://tede.unioeste.br/handle/tede/5429This academic research historically analyzed the categories of interest and effort based on the theory of John Dewey (1859-1852). For this purpose, a qualitative study was carried out, aiming at understanding the concept of interest and effort, based on the author's historical, political, social, and intellectual influences. The author's theoretical contribution to the categories was presented, and the interpretations of contemporary scholars about interest and effort were investigated. The main sources used to refer to Dewey's books: Life and Education (1978), How We Think (1979a), Democracy and Education (1979b), Experience and Education (1979c), and La opinión pública y sus problemas (2004). It was found that in contemporary History of Education there are Dewey's interpreters of the categories of interest and effort; therefore, a bibliographic review was carried out in textbooks on History of Education and/or Pedagogy, in theses, dissertations, and scientific articles available on the Internet or published in books. The texts contained in the title, abstract, keywords, or in the body of the text the following descriptors: interest, effort, and John Dewey were selected. We also studied the authors who, like Dewey, are considered classics in educational studies and who discussed the selected categories: Kant (1724-1804), Herbart (1776-1841), Montessori (1870-1952), Decroly (1871-1932), Claparède (1873-1940), Kilpatrick (1871-1965), Krupskaya (1869- 1939), Vigotski (1896-1934), Makarenko (1888-1939), and Gramsci (1891-1937). Subsequently, we sought to understand Dewey's categories of interest and effort, relating them to his theory of education and democratic society. Based on the studies carried out, it was noted that Dewey, observing the numerous social transformations of his time, as well as the educational debates about the need for a new way of thinking about teaching, made possible great contributions to education. About the categories of interest and effort, it was verified that they are historically discussed in education, and, from a conciliation vision, Dewey composes them as an important part of the constitution of a democratic society.Esta pesquisa analisou historicamente as categorias de interesse e de esforço a partir da teoria de John Dewey (1859-1852). Para tanto, realizou-se um estudo qualitativo, visando a compreender a concepção de interesse e de esforço, a partir das influências históricas, políticas, sociais e intelectuais do autor. Apresentou-se o aporte teórico do intelectual sobre as categorias, bem como se investigaram as interpretações de estudiosos contemporâneos sobre o interesse e o esforço. As principais fontes utilizadas referem-se aos livros de Dewey: Vida e Educação (1978), Como Pensamos (1979a), Democracia e Educação (1979b), Experiência e Educação (1979c) e La opinión pública y sus problemas (2004). Constatou-se que, na História da Educação contemporânea, há intérpretes de Dewey sobre as categorias de interesse e de esforço; realizou-se uma revisão bibliográfica em manuais de História da Educação e/ou da Pedagogia, em teses, dissertações e artigos científicos disponíveis na internet ou publicados em livros. Foram selecionados os textos que continham no título, no resumo, nas palavras-chave ou no corpo do texto os seguintes descritores: interesse, esforço e John Dewey. Também, foram estudados os autores que, assim como Dewey, são considerados clássicos nos estudos educacionais e que discutiram as categorias selecionadas, sendo eles: Kant (1724-1804), Herbart (1776-1841), Montessori (1870–1952), Decroly (1871-1932), Claparède (1873-1940), Kilpatrick (1871-1965), Krupskaya (1869-1939), Vigotski (1896-1934), Makarenko (1888-1939) e Gramsci (1891-1937). Posteriormente, buscou-se entender as categorias interesse e esforço para Dewey, relacionando-as à sua teoria de educação e de sociedade democrática. Com base nos estudos realizados notou-se que Dewey, observando as inúmeras transformações sociais de sua época, bem como os debates educacionais sobre a necessidade de uma nova forma de pensar o ensino, possibilitou grandes contribuições para a educação. Sobre as categorias de interesse e de esforço, verificou-se que elas são historicamente discutidas na educação, e, a partir de uma visão de conciliação, Dewey as compõe como parte importante para a constituição da sociedade democrática.Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2021-06-21T11:22:08Z No. of bitstreams: 2 Karina_Buzin2021.pdf: 874621 bytes, checksum: e646a9f5f59eb3700d9579543cc11147 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2021-06-21T11:22:08Z (GMT). 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dc.title.por.fl_str_mv |
Interesse e esforço: uma análise histórica a partir da teoria de John Dewey (1859-1952) |
dc.title.alternative.eng.fl_str_mv |
Interest and effort: a historical analysis from John Dewey's theory (1859-1952) |
title |
Interesse e esforço: uma análise histórica a partir da teoria de John Dewey (1859-1952) |
spellingShingle |
Interesse e esforço: uma análise histórica a partir da teoria de John Dewey (1859-1952) Buzin, Karina dos Santos de Moura História da Educação John Dewey Interesse Esforço Pedagogia History of Education John Dewey Interest Effort Pedagogy Sociedade e Educação |
title_short |
Interesse e esforço: uma análise histórica a partir da teoria de John Dewey (1859-1952) |
title_full |
Interesse e esforço: uma análise histórica a partir da teoria de John Dewey (1859-1952) |
title_fullStr |
Interesse e esforço: uma análise histórica a partir da teoria de John Dewey (1859-1952) |
title_full_unstemmed |
Interesse e esforço: uma análise histórica a partir da teoria de John Dewey (1859-1952) |
title_sort |
Interesse e esforço: uma análise histórica a partir da teoria de John Dewey (1859-1952) |
author |
Buzin, Karina dos Santos de Moura |
author_facet |
Buzin, Karina dos Santos de Moura |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Favoreto, Aparecida |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3103506424875004 |
dc.contributor.referee1.fl_str_mv |
Favoreto, Aparecida |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3103506424875004 |
dc.contributor.referee2.fl_str_mv |
Chaves, Marta |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3623759765067532 |
dc.contributor.referee3.fl_str_mv |
Garcia, Ronaldo Aurélio Gimenes |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/9007404555091852 |
dc.contributor.referee4.fl_str_mv |
Galter, Maria Inalva |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/7729468520363574 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3365324738488967 |
dc.contributor.author.fl_str_mv |
Buzin, Karina dos Santos de Moura |
contributor_str_mv |
Favoreto, Aparecida Favoreto, Aparecida Chaves, Marta Garcia, Ronaldo Aurélio Gimenes Galter, Maria Inalva |
dc.subject.por.fl_str_mv |
História da Educação John Dewey Interesse Esforço Pedagogia |
topic |
História da Educação John Dewey Interesse Esforço Pedagogia History of Education John Dewey Interest Effort Pedagogy Sociedade e Educação |
dc.subject.eng.fl_str_mv |
History of Education John Dewey Interest Effort Pedagogy |
dc.subject.cnpq.fl_str_mv |
Sociedade e Educação |
description |
This academic research historically analyzed the categories of interest and effort based on the theory of John Dewey (1859-1852). For this purpose, a qualitative study was carried out, aiming at understanding the concept of interest and effort, based on the author's historical, political, social, and intellectual influences. The author's theoretical contribution to the categories was presented, and the interpretations of contemporary scholars about interest and effort were investigated. The main sources used to refer to Dewey's books: Life and Education (1978), How We Think (1979a), Democracy and Education (1979b), Experience and Education (1979c), and La opinión pública y sus problemas (2004). It was found that in contemporary History of Education there are Dewey's interpreters of the categories of interest and effort; therefore, a bibliographic review was carried out in textbooks on History of Education and/or Pedagogy, in theses, dissertations, and scientific articles available on the Internet or published in books. The texts contained in the title, abstract, keywords, or in the body of the text the following descriptors: interest, effort, and John Dewey were selected. We also studied the authors who, like Dewey, are considered classics in educational studies and who discussed the selected categories: Kant (1724-1804), Herbart (1776-1841), Montessori (1870-1952), Decroly (1871-1932), Claparède (1873-1940), Kilpatrick (1871-1965), Krupskaya (1869- 1939), Vigotski (1896-1934), Makarenko (1888-1939), and Gramsci (1891-1937). Subsequently, we sought to understand Dewey's categories of interest and effort, relating them to his theory of education and democratic society. Based on the studies carried out, it was noted that Dewey, observing the numerous social transformations of his time, as well as the educational debates about the need for a new way of thinking about teaching, made possible great contributions to education. About the categories of interest and effort, it was verified that they are historically discussed in education, and, from a conciliation vision, Dewey composes them as an important part of the constitution of a democratic society. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-06-21T11:22:08Z |
dc.date.issued.fl_str_mv |
2021-02-24 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
BUZIN, Karina dos Santos de Moura. Interesse e esforço: uma análise histórica a partir da teoria de John Dewey (1859-1952). 2021. 128 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/5429 |
identifier_str_mv |
BUZIN, Karina dos Santos de Moura. Interesse e esforço: uma análise histórica a partir da teoria de John Dewey (1859-1952). 2021. 128 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
url |
http://tede.unioeste.br/handle/tede/5429 |
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por |
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Brasil |
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Centro de Educação, Comunicação e Artes |
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Universidade Estadual do Oeste do Paraná Cascavel |
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repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
repository.mail.fl_str_mv |
biblioteca.repositorio@unioeste.br |
_version_ |
1801124579037413376 |