Construindo cenários e estratégias de aprendizagem integradoras (inclusivas)

Detalhes bibliográficos
Autor(a) principal: Alves, Maria Dolores Fortes
Data de Publicação: 2013
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://tede2.pucsp.br/handle/handle/9705
Resumo: The current phenomenon in society of intolerance is the result of culture, and the paradigm of good/evil, beautiful/ugly, man/woman, normal/abnormal, right/wrong. It seems to be a consequence, the damage of some by others. The other, who may have a disability or physical difference, is seen as different in the eyes of this Cartesian paradigm, which is dualistic and fragmented. And yet, the fear of the new, of what is different, cause our narcissistic view of others to judge the other as inferior and often intimidating because of their physical appearance, culture, or social status. But we know that we are all made of the same material - carbon atoms. Nevertheless the human genetic code, and that of all species on the planet, have a unique characteristic. We are not replicable beings. Diversity is constant and, from the biologic point of view, favors the survival of the species. Thus, from the theoretical foundations of Ecosystemic Thinking, Complexity and Transdisciplinarity, the objective of this work is to present a guide for teachers and/or social agents (educators, psychologists, educational psychologists, social workers, business managers, etc.) so they can build "Integrative Learning Strategies" which promote inclusive processes. In the light of Transdisciplinary and Complex methodologies, an action research was conducted with students in two courses in order to develop Integrative Learning Strategies. Thus, based on the theories of Complexity, Interdisciplinarity, Transdisciplinarity and Ecosystemic Thinking, categories were developed, and based on these categories a qualitative analysis of accounts by students participating in the courses was conducted. The analysis showed that inclusion was above all an attitude of reverence for life, to legitimize him/herself and the other, recognize him/herself as unique, singular, multidimensional, multiple and complex. And the Integrative Learning Strategies, with its guiding principles (motivation, openness, ethics, self-organization, sensitive listening, subjectivity and inter subjectivity, ecologic action, third person inclusive, thought hologramatic, emerging, contextualized, dialogical thinking and self-consciousness) had a fundamental role in helping the subjects go beyond a fragmented reality, that is dualistic and dichotomist, helping the subjects develop new perceptions and attain new levels of reality. These levels contributed to the co-construction, to "human habitat" of cooperation and lovingness, since these are part of our human biology and socially legitimate every being, for the equilibrium of the Triangle of Life and for building a world for all of us
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spelling Valente, José Armandohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4711435Y5Alves, Maria Dolores Fortes2016-04-27T14:31:05Z2013-05-292013-05-16Alves, Maria Dolores Fortes. Constructing Scenarios and Integrative Learning Strategies (inclusive). 2013. 483 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013.https://tede2.pucsp.br/handle/handle/9705The current phenomenon in society of intolerance is the result of culture, and the paradigm of good/evil, beautiful/ugly, man/woman, normal/abnormal, right/wrong. It seems to be a consequence, the damage of some by others. The other, who may have a disability or physical difference, is seen as different in the eyes of this Cartesian paradigm, which is dualistic and fragmented. And yet, the fear of the new, of what is different, cause our narcissistic view of others to judge the other as inferior and often intimidating because of their physical appearance, culture, or social status. But we know that we are all made of the same material - carbon atoms. Nevertheless the human genetic code, and that of all species on the planet, have a unique characteristic. We are not replicable beings. Diversity is constant and, from the biologic point of view, favors the survival of the species. Thus, from the theoretical foundations of Ecosystemic Thinking, Complexity and Transdisciplinarity, the objective of this work is to present a guide for teachers and/or social agents (educators, psychologists, educational psychologists, social workers, business managers, etc.) so they can build "Integrative Learning Strategies" which promote inclusive processes. In the light of Transdisciplinary and Complex methodologies, an action research was conducted with students in two courses in order to develop Integrative Learning Strategies. Thus, based on the theories of Complexity, Interdisciplinarity, Transdisciplinarity and Ecosystemic Thinking, categories were developed, and based on these categories a qualitative analysis of accounts by students participating in the courses was conducted. The analysis showed that inclusion was above all an attitude of reverence for life, to legitimize him/herself and the other, recognize him/herself as unique, singular, multidimensional, multiple and complex. And the Integrative Learning Strategies, with its guiding principles (motivation, openness, ethics, self-organization, sensitive listening, subjectivity and inter subjectivity, ecologic action, third person inclusive, thought hologramatic, emerging, contextualized, dialogical thinking and self-consciousness) had a fundamental role in helping the subjects go beyond a fragmented reality, that is dualistic and dichotomist, helping the subjects develop new perceptions and attain new levels of reality. These levels contributed to the co-construction, to "human habitat" of cooperation and lovingness, since these are part of our human biology and socially legitimate every being, for the equilibrium of the Triangle of Life and for building a world for all of usComo fenômeno presente no meio social, o preconceito é fruto da cultura e paradigma dual do bem/mal, bonito/feio, homem, mulher, normal/anormal, certo/errado. Faz-se como consequência, a nefasta supervalorização de uns em detrimento de outros. O outro com alguma deficiência ou diferença física é visto como diferente sob o olhar deste paradigma cartesiano, dualístico e fragmentador. E, ainda, o medo, o medo do novo, do diferente, nossa visão narcísica enxerga o outro como um ser inferior e muitas vezes ameaçador em função de sua aparência física, cultura ou status social. Porém, sabemos que todos nós somos feitos da mesma matéria - átomos de carbono - contudo, desde o seu código genético, o ser humano bem como todas as espécies do planeta possuí a característica da singularidade. Somos seres irrepetíveis. A diversidade é constante e, do ponto de vista biológico, favorece a sobrevivência das espécies. Deste modo, a partir dos fundamentos teóricos do Pensamento Ecossistêmico, da Complexidade e da Transdisciplinaridade, objetivamos apresentar princípios norteadores para que docentes e/ou agentes sociais (pedagogos, psicólogos, psicopedagogos, assistentes sociais, gestores empresariais etc.) possam construir cenários e Estratégias de Aprendizagem Integradora que favoreçam processos inclusivos. À luz da metodologia da Transdisciplinaridade e Complexidade, uma pesquisa-ação foi realizada com participantes de dois cursos que visaram a vivência e construção de Estratégias de Aprendizagem Integradoras. Assim, embasados nas teorias da Complexidade, Interdisciplinaridade, Transdisciplinaridade e Pensamento Ecossistêmico, construímos categorias e fizemos uma análise qualitativa dos discursos dos alunos participantes dos cursos. A análise mostrou que a inclusão é acima de tudo, uma atitude de reverência à vida, de legitimação de si mesmo e do outro, reconhecendo-o como único, singular, multidimensional, múltiplo e complexo. E, as Estratégias de Aprendizagem Integradoras com seus princípios norteadores (motivação, abertura, ética, auto-organização, escuta sensível, subjetividade e intersubjetividade, ecologia da ação, terceiro incluído, pensamento hologramático, emergência, contextualização, pensamento dialógico e autoconhecimento) tiveram um papel fundamental para que os sujeitos pudessem ir além da realidade fragmentária, dualística, dicotômica, favorecendo a percepção e o salto para outros níveis de realidade que contribuíram para a co-construção, para habitar humano da cooperação e a amorosidade. Uma vez que, esses valores fazem parte da nossa biologia humana e social; da legitimação de cada ser, para o equilíbrio do Triângulo da Vida e para a construção de um mundo para todosCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22690/Maria%20Dolores%20Fortes%20Alves.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoEstratégias de aprendizagem integradorasComplexidadeInterdisciplinaridadeTransdisciplinaridadePensamento ecossistêmicoInclusãoIntegrative learning strategiesEcosystemic thinkingComplexityTransdisciplinarityInclusionCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOConstruindo cenários e estratégias de aprendizagem integradoras (inclusivas)Constructing Scenarios and Integrative Learning Strategies (inclusive)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMaria Dolores Fortes Alves.pdf.txtMaria Dolores Fortes Alves.pdf.txtExtracted texttext/plain685042https://repositorio.pucsp.br/xmlui/bitstream/handle/9705/3/Maria%20Dolores%20Fortes%20Alves.pdf.txta4f12f620be5a63d6d757f7eafedc3e7MD53ORIGINALMaria Dolores Fortes Alves.pdfapplication/pdf2704394https://repositorio.pucsp.br/xmlui/bitstream/handle/9705/1/Maria%20Dolores%20Fortes%20Alves.pdf0f2a83df1b1b7bb1074b3260520c758aMD51THUMBNAILMaria Dolores Fortes Alves.pdf.jpgMaria Dolores Fortes Alves.pdf.jpgGenerated Thumbnailimage/jpeg3769https://repositorio.pucsp.br/xmlui/bitstream/handle/9705/2/Maria%20Dolores%20Fortes%20Alves.pdf.jpgc8c05753cf18e12f22790726e4c6d726MD52handle/97052022-04-27 08:46:18.365oai:repositorio.pucsp.br:handle/9705Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T11:46:18Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.por.fl_str_mv Construindo cenários e estratégias de aprendizagem integradoras (inclusivas)
dc.title.alternative.eng.fl_str_mv Constructing Scenarios and Integrative Learning Strategies (inclusive)
title Construindo cenários e estratégias de aprendizagem integradoras (inclusivas)
spellingShingle Construindo cenários e estratégias de aprendizagem integradoras (inclusivas)
Alves, Maria Dolores Fortes
Estratégias de aprendizagem integradoras
Complexidade
Interdisciplinaridade
Transdisciplinaridade
Pensamento ecossistêmico
Inclusão
Integrative learning strategies
Ecosystemic thinking
Complexity
Transdisciplinarity
Inclusion
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
title_short Construindo cenários e estratégias de aprendizagem integradoras (inclusivas)
title_full Construindo cenários e estratégias de aprendizagem integradoras (inclusivas)
title_fullStr Construindo cenários e estratégias de aprendizagem integradoras (inclusivas)
title_full_unstemmed Construindo cenários e estratégias de aprendizagem integradoras (inclusivas)
title_sort Construindo cenários e estratégias de aprendizagem integradoras (inclusivas)
author Alves, Maria Dolores Fortes
author_facet Alves, Maria Dolores Fortes
author_role author
dc.contributor.advisor1.fl_str_mv Valente, José Armando
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4711435Y5
dc.contributor.author.fl_str_mv Alves, Maria Dolores Fortes
contributor_str_mv Valente, José Armando
dc.subject.por.fl_str_mv Estratégias de aprendizagem integradoras
Complexidade
Interdisciplinaridade
Transdisciplinaridade
Pensamento ecossistêmico
Inclusão
topic Estratégias de aprendizagem integradoras
Complexidade
Interdisciplinaridade
Transdisciplinaridade
Pensamento ecossistêmico
Inclusão
Integrative learning strategies
Ecosystemic thinking
Complexity
Transdisciplinarity
Inclusion
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
dc.subject.eng.fl_str_mv Integrative learning strategies
Ecosystemic thinking
Complexity
Transdisciplinarity
Inclusion
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
description The current phenomenon in society of intolerance is the result of culture, and the paradigm of good/evil, beautiful/ugly, man/woman, normal/abnormal, right/wrong. It seems to be a consequence, the damage of some by others. The other, who may have a disability or physical difference, is seen as different in the eyes of this Cartesian paradigm, which is dualistic and fragmented. And yet, the fear of the new, of what is different, cause our narcissistic view of others to judge the other as inferior and often intimidating because of their physical appearance, culture, or social status. But we know that we are all made of the same material - carbon atoms. Nevertheless the human genetic code, and that of all species on the planet, have a unique characteristic. We are not replicable beings. Diversity is constant and, from the biologic point of view, favors the survival of the species. Thus, from the theoretical foundations of Ecosystemic Thinking, Complexity and Transdisciplinarity, the objective of this work is to present a guide for teachers and/or social agents (educators, psychologists, educational psychologists, social workers, business managers, etc.) so they can build "Integrative Learning Strategies" which promote inclusive processes. In the light of Transdisciplinary and Complex methodologies, an action research was conducted with students in two courses in order to develop Integrative Learning Strategies. Thus, based on the theories of Complexity, Interdisciplinarity, Transdisciplinarity and Ecosystemic Thinking, categories were developed, and based on these categories a qualitative analysis of accounts by students participating in the courses was conducted. The analysis showed that inclusion was above all an attitude of reverence for life, to legitimize him/herself and the other, recognize him/herself as unique, singular, multidimensional, multiple and complex. And the Integrative Learning Strategies, with its guiding principles (motivation, openness, ethics, self-organization, sensitive listening, subjectivity and inter subjectivity, ecologic action, third person inclusive, thought hologramatic, emerging, contextualized, dialogical thinking and self-consciousness) had a fundamental role in helping the subjects go beyond a fragmented reality, that is dualistic and dichotomist, helping the subjects develop new perceptions and attain new levels of reality. These levels contributed to the co-construction, to "human habitat" of cooperation and lovingness, since these are part of our human biology and socially legitimate every being, for the equilibrium of the Triangle of Life and for building a world for all of us
publishDate 2013
dc.date.available.fl_str_mv 2013-05-29
dc.date.issued.fl_str_mv 2013-05-16
dc.date.accessioned.fl_str_mv 2016-04-27T14:31:05Z
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dc.identifier.citation.fl_str_mv Alves, Maria Dolores Fortes. Constructing Scenarios and Integrative Learning Strategies (inclusive). 2013. 483 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/9705
identifier_str_mv Alves, Maria Dolores Fortes. Constructing Scenarios and Integrative Learning Strategies (inclusive). 2013. 483 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013.
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