O pensamento complexo de Edgar Morin: subs??dios te??ricos para a supera????o da fragmentada forma????o do professor de educa????o f??sica
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | http://bibliotecatede.uninove.br/handle/tede/1740 |
Resumo: | The graduation in Physical Education was influenced by its military, hygienic and sportive origins in Brazil. From the 80???s, it???s received some changing from the scientific thought that was established in the area. However, Physical Education does not always prepare the professional to face the challenges of acting in the school, perhaps for the academic graduation is surrounded of theories that do not dialogue to each other. It can be said that are so many strands which many teachers unaware or partially understand them. This issue creates a fragmentation of the knowledge, reducing the Physical Education conceptions to certain paradigms. If there was improvement in the theoretical foundation, since the end of the twentieth century, there still remains a lack of articulation among the knowledge, causing the disintegration of the sense of Physical Education at school and the depreciation of the teacher. It is believed that weaving the knowledge in the chain is a necessity to the teacher understand better his role at school; and, his specific contribution in the formation of children and young. Edgar Morin, with his complex thought, criticizes this scientific attitude that separate the knowledge without, promoting the dialogue of ideas, the perception of the whole and the parts, and the complementary perspective between opposite thoughts. Thus, the complexity is the basis that is going to support the argumentation, in which the theoretical character with an educational praxis view, therefore it believes in the process of action-reflection-action, as a promoter of the thought reformulation from the reality of the graduation, avoiding idealization and universalization to knowledge. It was the purpose of this thesis, discussing these theories and point out a possible way to the graduation of teachers. This paper ends showing that the Physical Education is not reducible to one essence and it has four principles that create knowledge which should be articulated: the movement, the life, the culture and the humanity. These pillars are the starting points that should be understood by the students as recursive form, that is, a pillar influences the other adding some values that were not in it before. It is believed that graduation can be developed like a game, whereby beginning with any pillar it is possible to reach in the others the opposite and complementary that will allow new debates, looks and proposals to solve the complex problem that is to educate. This knowledge game can add very much to the teacher graduation, because it allows navigate by the ocean of uncertainties of Physical Education knowledge passing through the island of certain which produced important knowledge to the teachers. This will make it possible to walk more confident in your professional practice. |
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Severino, Antonio JoaquimSeverino, Antonio JoaquimDias, Elaine Teresinha Dal MasLorieri, Marcos AntonioGimenez, RobertoNeira, Marcos Garciahttp://lattes.cnpq.br/8929474503522796Pereira, Dimitri Wuo2018-03-06T19:08:43Z2017-12-19Pereira, Dimitri Wuo. O pensamento complexo de Edgar Morin: subs??dios te??ricos para a supera????o da fragmentada forma????o do professor de educa????o f??sica. 2017. 152 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/1740The graduation in Physical Education was influenced by its military, hygienic and sportive origins in Brazil. From the 80???s, it???s received some changing from the scientific thought that was established in the area. However, Physical Education does not always prepare the professional to face the challenges of acting in the school, perhaps for the academic graduation is surrounded of theories that do not dialogue to each other. It can be said that are so many strands which many teachers unaware or partially understand them. This issue creates a fragmentation of the knowledge, reducing the Physical Education conceptions to certain paradigms. If there was improvement in the theoretical foundation, since the end of the twentieth century, there still remains a lack of articulation among the knowledge, causing the disintegration of the sense of Physical Education at school and the depreciation of the teacher. It is believed that weaving the knowledge in the chain is a necessity to the teacher understand better his role at school; and, his specific contribution in the formation of children and young. Edgar Morin, with his complex thought, criticizes this scientific attitude that separate the knowledge without, promoting the dialogue of ideas, the perception of the whole and the parts, and the complementary perspective between opposite thoughts. Thus, the complexity is the basis that is going to support the argumentation, in which the theoretical character with an educational praxis view, therefore it believes in the process of action-reflection-action, as a promoter of the thought reformulation from the reality of the graduation, avoiding idealization and universalization to knowledge. It was the purpose of this thesis, discussing these theories and point out a possible way to the graduation of teachers. This paper ends showing that the Physical Education is not reducible to one essence and it has four principles that create knowledge which should be articulated: the movement, the life, the culture and the humanity. These pillars are the starting points that should be understood by the students as recursive form, that is, a pillar influences the other adding some values that were not in it before. It is believed that graduation can be developed like a game, whereby beginning with any pillar it is possible to reach in the others the opposite and complementary that will allow new debates, looks and proposals to solve the complex problem that is to educate. This knowledge game can add very much to the teacher graduation, because it allows navigate by the ocean of uncertainties of Physical Education knowledge passing through the island of certain which produced important knowledge to the teachers. This will make it possible to walk more confident in your professional practice.La formaci??n en Educaci??n F??sica fue influenciada por sus or??genes militares, higi??nicas y deportivas en Brasil. Solo en la d??cada de 80, recibi?? cambios por el pensamiento cient??fico que se firm?? en el ??rea. Sin embargo, la Educaci??n F??sica ni siempre prepara el profesional para enfrentar los desaf??os de su actuaci??n en la escuela, tal vez por la formaci??n acad??mica rodeada de diversas teor??as que no dialogan entre s??. Se puede decir que son tantas las vertientes, que muchos profesores tal vez las desconocen o las comprendan parcialmente. Esa cuesti??n crea la fragmentaci??n del conocimiento, reduciendo las concepciones de la Educaci??n F??sica a ciertos paradigmas. Si ha habido una mejora en las bases te??ricas, desde el final del siglo XX, todav??a persiste la falta de articulaci??n de los conocimientos, provocando o esfacelar del sentido de la Educaci??n F??sica escolar y la devaluaci??n del maestro. Cree que tejer los conocimientos en cadena es una necesidad para que el maestro pueda comprender mejor su papel en la escuela y su contribuci??n especifica en la formaci??n de los ni??os y j??venes. Edgar Morin, con su pensamiento complejo critica esa actitud cient??fica que separa los saberes, sin promover un di??logo de ideas, de la percepci??n del todo y de las partes y de la perspectiva complementaria entre pensamientos opuestos. As??, la complejidad es la base en que se sostendr?? la argumentaci??n, cuyo car??cter te??rico se une con una visi??n de praxis educativa, pues, cree en el proceso de acci??n-reflexi??n-acci??n como, un promotor de la reformulaci??n del pensamiento, a partir de la realidad de la capacitaci??n, evitando las idealizaciones y universalizaciones del conocimiento. Se ha propuesto en esa tesis, discutir esas teor??as y apuntar un camino posible a la formaci??n de profesores. Se concluye ese trabajo mostrando que la Educaci??n F??sica no est?? limitada a una esencia y que ella posee cuatro principios generadores de conocimiento que deben ser articulados: el movimiento, la vida, la cultura y la humanidad. Estos pilares son puntos de partida para los ense??amientos que deben ser comprendidos por los estudiantes de forma recursiva, o sea, un pilar influencia el otro a??adiendo valores, muchas veces, no existentes en ??l. Cr??ese que la capacitaci??n puede ser desarrollada como un juego, en que, a partir de cualquier uno de los pilares se puede alcanzar en los otros la oposici??n y complementariedad que permitir??n nuevos debates, miradas y propuestas de soluci??n del problema complejo que es educar. Este juego de saberes puede a??adir mucho a la actual formaci??n de los maestros, pues permite navegar por el mar de incertidumbres del conocimiento de la Educaci??n F??sica, pasando por islas de la certeza que ya produjeron conocimientos importantes para que el maestro. As?? pueda caminar m??s confiado en su actuaci??n profesional.A gradua????o em Educa????o F??sica foi influenciada por suas origens militares, higi??nicas e esportivas no Brasil. A partir da d??cada de 80, ela recebeu altera????es do pensamento cient??fico que se firmou na ??rea. Por??m, a Educa????o F??sica, nem sempre prepara o profissional para enfrentar os desafios da atua????o na escola, talvez pela forma????o acad??mica rodeada de diversas teorias que n??o dialogam entre si. Pode-se dizer que s??o tantas as vertentes, que muitos professores talvez as desconhe??am ou as compreendam parcialmente. Este problema gera fragmenta????o do conhecimento, reduzindo as concep????es de Educa????o F??sica ?? determinados paradigmas. Se houve melhora na fundamenta????o te??rica, desde o final do s??culo XX, ainda persiste a falta de articula????o dos conhecimentos, provocando o esfacelamento do sentido da Educa????o F??sica escolar e a desvaloriza????o do professor. Acredita-se que tecer os conhecimentos em cadeia ?? uma necessidade para que o professor possa compreender melhor seu papel na escola e sua contribui????o espec??fica na forma????o de crian??as e jovens. Edgar Morin, com seu pensamento complexo critica essa postura cient??fica que separa os saberes, sem promover o di??logo de ideias, da percep????o do todo e das partes e da perspectiva complementar entre pensamentos opostos. Assim, a complexidade ?? a base em que se sustentar?? a argumenta????o, cujo car??ter te??rico, se coaduna com a vis??o de pr??xis educativa, pois, acredita-se no processo de a????o-reflex??o-a????o como, promotor de uma reformula????o do pensamento, a partir da realidade da forma????o, evitando idealiza????es e universaliza????es do conhecimento. Prop??s-se nesta tese, discutir as teorias da ??rea para apontar um caminho poss??vel ?? forma????o de professores. Conclui-se este trabalho mostrando que a Educa????o F??sica n??o ?? redut??vel a uma ess??ncia e que ela possui quatro princ??pios geradores de conhecimentos que devem ser articulados: o movimento, a vida, a cultura e a humanidade. Estes pilares s??o pontos de partida para os ensinamentos que devem ser compreendidos pelos estudantes de forma recursiva, isto ??, um pilar influencia o outro agregando-lhe valores, muitas vezes, inexistentes nele. Acredita-se que a forma????o pode ser desenvolvida como um jogo, em que, a partir de qualquer pilar se pode alcan??ar nos outros a oposi????o e complementaridade que permitir??o novos debates, olhares e propostas de resolu????o do problema complexo que ?? educar. Este jogo dos saberes pode acrescentar muito ?? atual forma????o de professores, pois permite navegar pelo mar das incertezas do conhecimento da Educa????o F??sica, passando pelas ilhas da certeza das teorias que j?? produziram conhecimentos importantes para o professor. Assim ser?? poss??vel caminhar mais confiante na atua????o profissional.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-03-06T19:08:43Z No. of bitstreams: 1 Dimitri Wuo Pereira.pdf: 1913589 bytes, checksum: ebf9704ee66f60d0b23b4e6fb0a87631 (MD5)Made available in DSpace on 2018-03-06T19:08:43Z (GMT). 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dc.title.por.fl_str_mv |
O pensamento complexo de Edgar Morin: subs??dios te??ricos para a supera????o da fragmentada forma????o do professor de educa????o f??sica |
title |
O pensamento complexo de Edgar Morin: subs??dios te??ricos para a supera????o da fragmentada forma????o do professor de educa????o f??sica |
spellingShingle |
O pensamento complexo de Edgar Morin: subs??dios te??ricos para a supera????o da fragmentada forma????o do professor de educa????o f??sica Pereira, Dimitri Wuo forma????o profissional educa????o f??sica complexidade conhecimento teorias professional graduation physical education complexity knowledge theories capacitaci??n profesional educaci??n f??sica complejidad conocimiento teor??as CIENCIAS HUMANAS::EDUCACAO |
title_short |
O pensamento complexo de Edgar Morin: subs??dios te??ricos para a supera????o da fragmentada forma????o do professor de educa????o f??sica |
title_full |
O pensamento complexo de Edgar Morin: subs??dios te??ricos para a supera????o da fragmentada forma????o do professor de educa????o f??sica |
title_fullStr |
O pensamento complexo de Edgar Morin: subs??dios te??ricos para a supera????o da fragmentada forma????o do professor de educa????o f??sica |
title_full_unstemmed |
O pensamento complexo de Edgar Morin: subs??dios te??ricos para a supera????o da fragmentada forma????o do professor de educa????o f??sica |
title_sort |
O pensamento complexo de Edgar Morin: subs??dios te??ricos para a supera????o da fragmentada forma????o do professor de educa????o f??sica |
author |
Pereira, Dimitri Wuo |
author_facet |
Pereira, Dimitri Wuo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Severino, Antonio Joaquim |
dc.contributor.referee1.fl_str_mv |
Severino, Antonio Joaquim |
dc.contributor.referee2.fl_str_mv |
Dias, Elaine Teresinha Dal Mas |
dc.contributor.referee3.fl_str_mv |
Lorieri, Marcos Antonio |
dc.contributor.referee4.fl_str_mv |
Gimenez, Roberto |
dc.contributor.referee5.fl_str_mv |
Neira, Marcos Garcia |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8929474503522796 |
dc.contributor.author.fl_str_mv |
Pereira, Dimitri Wuo |
contributor_str_mv |
Severino, Antonio Joaquim Severino, Antonio Joaquim Dias, Elaine Teresinha Dal Mas Lorieri, Marcos Antonio Gimenez, Roberto Neira, Marcos Garcia |
dc.subject.por.fl_str_mv |
forma????o profissional educa????o f??sica complexidade conhecimento teorias |
topic |
forma????o profissional educa????o f??sica complexidade conhecimento teorias professional graduation physical education complexity knowledge theories capacitaci??n profesional educaci??n f??sica complejidad conocimiento teor??as CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
professional graduation physical education complexity knowledge theories |
dc.subject.spa.fl_str_mv |
capacitaci??n profesional educaci??n f??sica complejidad conocimiento teor??as |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The graduation in Physical Education was influenced by its military, hygienic and sportive origins in Brazil. From the 80???s, it???s received some changing from the scientific thought that was established in the area. However, Physical Education does not always prepare the professional to face the challenges of acting in the school, perhaps for the academic graduation is surrounded of theories that do not dialogue to each other. It can be said that are so many strands which many teachers unaware or partially understand them. This issue creates a fragmentation of the knowledge, reducing the Physical Education conceptions to certain paradigms. If there was improvement in the theoretical foundation, since the end of the twentieth century, there still remains a lack of articulation among the knowledge, causing the disintegration of the sense of Physical Education at school and the depreciation of the teacher. It is believed that weaving the knowledge in the chain is a necessity to the teacher understand better his role at school; and, his specific contribution in the formation of children and young. Edgar Morin, with his complex thought, criticizes this scientific attitude that separate the knowledge without, promoting the dialogue of ideas, the perception of the whole and the parts, and the complementary perspective between opposite thoughts. Thus, the complexity is the basis that is going to support the argumentation, in which the theoretical character with an educational praxis view, therefore it believes in the process of action-reflection-action, as a promoter of the thought reformulation from the reality of the graduation, avoiding idealization and universalization to knowledge. It was the purpose of this thesis, discussing these theories and point out a possible way to the graduation of teachers. This paper ends showing that the Physical Education is not reducible to one essence and it has four principles that create knowledge which should be articulated: the movement, the life, the culture and the humanity. These pillars are the starting points that should be understood by the students as recursive form, that is, a pillar influences the other adding some values that were not in it before. It is believed that graduation can be developed like a game, whereby beginning with any pillar it is possible to reach in the others the opposite and complementary that will allow new debates, looks and proposals to solve the complex problem that is to educate. This knowledge game can add very much to the teacher graduation, because it allows navigate by the ocean of uncertainties of Physical Education knowledge passing through the island of certain which produced important knowledge to the teachers. This will make it possible to walk more confident in your professional practice. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-12-19 |
dc.date.accessioned.fl_str_mv |
2018-03-06T19:08:43Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Pereira, Dimitri Wuo. O pensamento complexo de Edgar Morin: subs??dios te??ricos para a supera????o da fragmentada forma????o do professor de educa????o f??sica. 2017. 152 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/1740 |
identifier_str_mv |
Pereira, Dimitri Wuo. O pensamento complexo de Edgar Morin: subs??dios te??ricos para a supera????o da fragmentada forma????o do professor de educa????o f??sica. 2017. 152 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
url |
http://bibliotecatede.uninove.br/handle/tede/1740 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
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dc.relation.confidence.fl_str_mv |
600 |
dc.rights.driver.fl_str_mv |
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openAccess |
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application/pdf |
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Universidade Nove de Julho |
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Programa de P??s-Gradua????o em Educa????o |
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UNINOVE |
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Brasil |
dc.publisher.department.fl_str_mv |
Educa????o |
publisher.none.fl_str_mv |
Universidade Nove de Julho |
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reponame:Biblioteca Digital de Teses e Dissertações da Uninove instname:Universidade Nove de Julho (UNINOVE) instacron:UNINOVE |
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Universidade Nove de Julho (UNINOVE) |
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UNINOVE |
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UNINOVE |
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Biblioteca Digital de Teses e Dissertações da Uninove |
collection |
Biblioteca Digital de Teses e Dissertações da Uninove |
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http://localhost:8080/tede/bitstream/tede/1740/2/Dimitri+Wuo+Pereira.pdf http://localhost:8080/tede/bitstream/tede/1740/1/license.txt |
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MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
repository.mail.fl_str_mv |
bibliotecatede@uninove.br||bibliotecatede@uninove.br |
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1811016873170436096 |