Pedagogical proposals in textbooks: reflections on pseudoformation

Bibliographic Details
Main Author: Galuch, Maria Terezinha Bellanda
Publication Date: 2016
Other Authors: Crochík, José Leon
Format: Article
Language: por
Source: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Download full: https://publicacoes.fcc.org.br/cp/article/view/3218
Summary: Based on the Critical Theory of Society, this paper analyzes how the discourse in favor of training for autonomy is embodied in proposals for pedagogical practice concerning the early years of elementary school were analyzed. Five books, from different areas, for the fifth grade of elementary school. It was observed that the proposals in order to form autonomous subjects, paradoxically, dilute the teacher's authority as well as the obligation of knowledge transmission. Group work is prioritized to develop peaceful coexistence and, to prepare participatory citizens, pupils must offer solutions to community problems. Such proposals lead to false independence and false critical sense, and are the expression of the pseudo-preparation to which we are all subjected in today’s society. 
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spelling Pedagogical proposals in textbooks: reflections on pseudoformationPropuestas pedagógicas en los libros de texto: reflexiones sobre seudoformaciónPropositions pédagogiques dans les livres didactiques: réflexions sur la pseudo-formationPropostas pedagógicas em livros didáticos: reflexões sobre a pseudoformaçãoProcesso de Ensino-AprendizagemCurrículosEnsino FundamentalLivros didáticosensino-aprendizagemcurrículoensino fundamentalLearning and Teaching ProcessesCurriculumElementary SchoolTextbooks.Proceso de Enseñanza y AprendizajePlan de EstudiosEducación Basica [fundamental?]Libros de texto [didácticos?].Processus d’Enseignement-ApprentissagecurriculumÉcole élémentaireLivres didactiquesBased on the Critical Theory of Society, this paper analyzes how the discourse in favor of training for autonomy is embodied in proposals for pedagogical practice concerning the early years of elementary school were analyzed. Five books, from different areas, for the fifth grade of elementary school. It was observed that the proposals in order to form autonomous subjects, paradoxically, dilute the teacher's authority as well as the obligation of knowledge transmission. Group work is prioritized to develop peaceful coexistence and, to prepare participatory citizens, pupils must offer solutions to community problems. Such proposals lead to false independence and false critical sense, and are the expression of the pseudo-preparation to which we are all subjected in today’s society. En base a la Teoría Crítica de la Sociedad se analiza cómo el discurso en pro de la formación para la autonomía se consustancia en propuestas de práctica pedagógica para los años iniciales de la educación básica. Se analizaron cinco libros de distintas áreas para el 5º año de la educación básica. Se observó que, para formar sujetos autónomos, de forma contradictoria, las propuestas diluyen la autoridad del profesor y la obligatoriedad de transmisión de conocimiento; con miras a formar para la convivencia pacífica, se le da prioridad a los trabajos en grupo; para formar ciudadanos participativos, los alumnos deben proponer soluciones para problemas de la comunidad. Tales propuestas estimulan la falsa autonomía y la falsa criticidad, expresión de la seudoformación a que todos son sometidos en la sociedad actual.En s’appuyant sur la Théorie Critique de la Société, ce texte analyse la manière dont le discours favorable à la formation pour l’autonomie se concrétise dans des propositions de pratique pédagogique pour les premières années de l’enseignement scolaire. Cinq livres de différents domaines, destinés à la cinquième année de l’école élémentaire, ont été analysés. L’observation a montré que, paradoxalement, pour former des sujets autonomes, les propositions diluent l’autorité du professeur et l’obligation de la transmission de la connaissance; pour développer la coexistence pacifique, on priorise les travaux en groupes; pour former des citoyens participatifs, les élèves doivent proposer des solutions aux problèmes de la communauté. De telles propositions conduisent à une autonomie et à un sens critique faussés et sont l’expression de la pseudo-formation à laquelle tous sont soumis dans la société actuelle..Fundamentando-se na Teoria Crítica da Sociedade, analisa-se como o discurso em prol da formação para a autonomia se consubstancia em propostas de prática pedagógica para os anos iniciais do ensino fundamental. Foram analisados cinco livros para o 5º ano do ensino fundamental, de diferentes áreas. Observou-se que, para formar sujeitos autônomos, contraditoriamente, as propostas diluem a autoridade do professor e a obrigatoriedade da transmissão do conhecimento; visando a formar para a convivência pacífica, priorizam-se trabalhos em grupos; para formar cidadãos participativos, os alunos devem propor soluções para problemas da comunidade. Tais propostas concorrem para a falsa autonomia e a falsa criticidade, expressão da pseudoformação a que todos estão submetidos na sociedade atual. Fundação Carlos Chagas2016-04-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/3218Cadernos de Pesquisa; Vol. 46 No. 159: jan./mar.2016; 234-258Cadernos de Pesquisa; Vol. 46 Núm. 159: jan./mar.2016; 234-258Cadernos de Pesquisa; Vol. 46 No. 159: jan./mar.2016; 234-258Cadernos de Pesquisa; v. 46 n. 159: jan./mar.2016; 234-2581980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/3218/pdf.10Copyright (c) 2016 Cadernos de Pesquisainfo:eu-repo/semantics/openAccessGaluch, Maria Terezinha BellandaCrochík, José Leon2017-02-17T19:08:38Zoai:ojs.publicacoes.fcc.org.br:article/3218Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2017-02-17T19:08:38Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Pedagogical proposals in textbooks: reflections on pseudoformation
Propuestas pedagógicas en los libros de texto: reflexiones sobre seudoformación
Propositions pédagogiques dans les livres didactiques: réflexions sur la pseudo-formation
Propostas pedagógicas em livros didáticos: reflexões sobre a pseudoformação
title Pedagogical proposals in textbooks: reflections on pseudoformation
spellingShingle Pedagogical proposals in textbooks: reflections on pseudoformation
Galuch, Maria Terezinha Bellanda
Processo de Ensino-Aprendizagem
Currículos
Ensino Fundamental
Livros didáticos
ensino-aprendizagem
currículo
ensino fundamental
Learning and Teaching Processes
Curriculum
Elementary School
Textbooks.
Proceso de Enseñanza y Aprendizaje
Plan de Estudios
Educación Basica [fundamental?]
Libros de texto [didácticos?].
Processus d’Enseignement-Apprentissage
curriculum
École élémentaire
Livres didactiques
title_short Pedagogical proposals in textbooks: reflections on pseudoformation
title_full Pedagogical proposals in textbooks: reflections on pseudoformation
title_fullStr Pedagogical proposals in textbooks: reflections on pseudoformation
title_full_unstemmed Pedagogical proposals in textbooks: reflections on pseudoformation
title_sort Pedagogical proposals in textbooks: reflections on pseudoformation
author Galuch, Maria Terezinha Bellanda
author_facet Galuch, Maria Terezinha Bellanda
Crochík, José Leon
author_role author
author2 Crochík, José Leon
author2_role author
dc.contributor.author.fl_str_mv Galuch, Maria Terezinha Bellanda
Crochík, José Leon
dc.subject.por.fl_str_mv Processo de Ensino-Aprendizagem
Currículos
Ensino Fundamental
Livros didáticos
ensino-aprendizagem
currículo
ensino fundamental
Learning and Teaching Processes
Curriculum
Elementary School
Textbooks.
Proceso de Enseñanza y Aprendizaje
Plan de Estudios
Educación Basica [fundamental?]
Libros de texto [didácticos?].
Processus d’Enseignement-Apprentissage
curriculum
École élémentaire
Livres didactiques
topic Processo de Ensino-Aprendizagem
Currículos
Ensino Fundamental
Livros didáticos
ensino-aprendizagem
currículo
ensino fundamental
Learning and Teaching Processes
Curriculum
Elementary School
Textbooks.
Proceso de Enseñanza y Aprendizaje
Plan de Estudios
Educación Basica [fundamental?]
Libros de texto [didácticos?].
Processus d’Enseignement-Apprentissage
curriculum
École élémentaire
Livres didactiques
description Based on the Critical Theory of Society, this paper analyzes how the discourse in favor of training for autonomy is embodied in proposals for pedagogical practice concerning the early years of elementary school were analyzed. Five books, from different areas, for the fifth grade of elementary school. It was observed that the proposals in order to form autonomous subjects, paradoxically, dilute the teacher's authority as well as the obligation of knowledge transmission. Group work is prioritized to develop peaceful coexistence and, to prepare participatory citizens, pupils must offer solutions to community problems. Such proposals lead to false independence and false critical sense, and are the expression of the pseudo-preparation to which we are all subjected in today’s society. 
publishDate 2016
dc.date.none.fl_str_mv 2016-04-07
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/3218
url https://publicacoes.fcc.org.br/cp/article/view/3218
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/3218/pdf.10
dc.rights.driver.fl_str_mv Copyright (c) 2016 Cadernos de Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Cadernos de Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 46 No. 159: jan./mar.2016; 234-258
Cadernos de Pesquisa; Vol. 46 Núm. 159: jan./mar.2016; 234-258
Cadernos de Pesquisa; Vol. 46 No. 159: jan./mar.2016; 234-258
Cadernos de Pesquisa; v. 46 n. 159: jan./mar.2016; 234-258
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
_version_ 1795330314931798016

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