Docência transdisciplinar: em busca de novos princípios para ressignificar a prática educacional

Detalhes bibliográficos
Autor(a) principal: Arnt, Rosamaria de Medeiros
Data de Publicação: 2007
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/9979
Resumo: The main subject of this research is transdisciplinary docency, intending to find, in the foundations of transdisciplinarity, new principles to give new meanings to the educational practice, bearing in mind the needs of our time. The education is presented as a path, gathering, through changes, the hope of a fairer life, more balanced in its relations with the environment, more fraternal and solidary. The teachers face the challenge of stimulate uninterested students, who are not connected with what happens in their schools. The school seems to unattached itself from its students lives, its community and even the teachers, employees and managers who work at it. The research is developed in a qualitative approach, through experiencias formadoras which make it possible to learn articulating know-how and knowledge, meanings and values. From experiences that interrupt way of thinking it is born an attempt to, through questioning, understand what happened. It is the beginning of a reflexive process which make us dialogue with theories and ideas that allow us to understand and analyze this experience, giving it a new meaning. Therefore these experiences become experiencias fundadoras , which allow us to think about new docency principles, based on transdisciplinarity. This principles are starting points, which are related in a opened, dynamic and processual way, marked by dialogue and by not being static, which allows new arrangements, incorporating ideas, providing an opportunity to new experiences, making a continuous process of acquiring knowledge and teacher education. In this panorama, having experiencias fundadoras e formadoras as a start, i believe that the transdisciplinary ethic must be the base to re-evaluate the docency. This transdisciplinary ethic is based on the triangulo da vida , that is the relations of interdependency between the individual, the society and the environment that provide life. To this I add the concept of transdisciplinary subject, which covers the complex thought, the multidimensionality of the levels of reality and the zone of non-resistance, to understand the human multidimensionality and the need to articulate the different sciences, the philosophy, the arts, the traditions and the spiritual experiences in the educational practice. Therefore, the new principles that emerge from this research are: recognizing the world we live in, discovering our time to be, sheltering the others, weaving our living together, building in a group. At the end, with all new principles delineated, I evaluate its contribution to the docency formation, propose questions that help us to think in the education of a transdisciplinary docency, aiming the education for a planetary citizenship which needs to incorporate the idea of the education in peace and for peace
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spelling Moraes, Maria Cândida BorgesArnt, Rosamaria de Medeiros2016-04-27T14:31:58Z2007-12-052007-05-31Arnt, Rosamaria de Medeiros. Docência transdisciplinar: em busca de novos princípios para ressignificar a prática educacional. 2007. 266 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007.https://tede2.pucsp.br/handle/handle/9979The main subject of this research is transdisciplinary docency, intending to find, in the foundations of transdisciplinarity, new principles to give new meanings to the educational practice, bearing in mind the needs of our time. The education is presented as a path, gathering, through changes, the hope of a fairer life, more balanced in its relations with the environment, more fraternal and solidary. The teachers face the challenge of stimulate uninterested students, who are not connected with what happens in their schools. The school seems to unattached itself from its students lives, its community and even the teachers, employees and managers who work at it. The research is developed in a qualitative approach, through experiencias formadoras which make it possible to learn articulating know-how and knowledge, meanings and values. From experiences that interrupt way of thinking it is born an attempt to, through questioning, understand what happened. It is the beginning of a reflexive process which make us dialogue with theories and ideas that allow us to understand and analyze this experience, giving it a new meaning. Therefore these experiences become experiencias fundadoras , which allow us to think about new docency principles, based on transdisciplinarity. This principles are starting points, which are related in a opened, dynamic and processual way, marked by dialogue and by not being static, which allows new arrangements, incorporating ideas, providing an opportunity to new experiences, making a continuous process of acquiring knowledge and teacher education. In this panorama, having experiencias fundadoras e formadoras as a start, i believe that the transdisciplinary ethic must be the base to re-evaluate the docency. This transdisciplinary ethic is based on the triangulo da vida , that is the relations of interdependency between the individual, the society and the environment that provide life. To this I add the concept of transdisciplinary subject, which covers the complex thought, the multidimensionality of the levels of reality and the zone of non-resistance, to understand the human multidimensionality and the need to articulate the different sciences, the philosophy, the arts, the traditions and the spiritual experiences in the educational practice. Therefore, the new principles that emerge from this research are: recognizing the world we live in, discovering our time to be, sheltering the others, weaving our living together, building in a group. At the end, with all new principles delineated, I evaluate its contribution to the docency formation, propose questions that help us to think in the education of a transdisciplinary docency, aiming the education for a planetary citizenship which needs to incorporate the idea of the education in peace and for peaceO presente trabalho trata da docência transdisciplinar, tendo por objetivo buscar, nos fundamentos da transdisciplinaridade, novos princípios para ressignificar a prática educacional, tendo em vista as necessidades de nosso tempo. A educação é apresentada como um caminho por onde passa a mudança, congregando a esperança de uma vida mais justa, mais equilibrada, nas relações com o meio ambiente, mais solidária e fraterna. Os professores enfrentam o desafio de motivar alunos desinteressados, desconectados do que acontece na escola. A escola parece desvincular-se da vida dos alunos, da comunidade onde se insere e dos próprios professores, funcionários e gestores que a compõem. A pesquisa desenvolve-se com base na abordagem qualitativa, através de experiências formadoras que possibilitam a aprendizagem, articulando o saber-fazer e a técnica a conhecimentos, significados e valores. A partir de experiências que interrompem uma lógica de pensamento e/ou ação, cria-se um espaço de questionamento decorrente da tentativa de entender o que aconteceu. Inicia-se um processo reflexivo, que desencadeia o diálogo com idéias e teorias que permitam compreender a experiência, analisá-la, ressignificála. Desta maneira, as experiências iniciais transformam-se em experiências fundadoras, permitindo que eu formule novos princípios para a docência, fundamentados na transdisciplinaridade. Tais princípios configuram-se como pontos de partida que se relacionam de forma dinâmica, aberta e processual, permeados pelo diálogo, pelo movimento e pelo fluxo, permitindo sempre novos arranjos, incorporando idéias, propiciando novas experiências, caracterizando um processo contínuo de conhecimento e formação. Nesse panorama, partindo das experiências fundadoras e formadoras, considero que a ética transdisciplinar, alicerçada no triângulo da vida, ou seja, nas relações de interdependência entre o indivíduo, a sociedade e o meio que propiciam a vida, pode servir de base para repensar a docência. Acrescento o conceito de sujeito transdisciplinar que abraça o pensamento complexo, a multiplicidade dos níveis de realidade e a zona de não-resistência, para compreender a multidimensionalidade humana e a necessidade de articular as ciências, a filosofia, as artes, as tradições e as experiências espirituais na prática educacional. Assim, os novos princípios que emergem da pesquisa são: reconhecer o mundo em que vivemos o nosso tempo; reencontrar o tempo de ser; acolher as partes; tecer a trama da convivência; criar juntos. Por fim, com os novos princípios delineados, considero sua contribuição para a formação docente, propondo questões que nos auxiliem a pensar numa formação da docência transdisciplinar, objetivando a educação para a cidadania planetária, que precisa incorporar a idéia da educação em paz e pela pazCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23100/rosamaria.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãotransdisciplinaridadeformação de professorescomplexidadeeducação para a pazdocênciaProfessores -- Formacao profissionalInterdisciplinaridade em educacaoEducacao para a pazTransdisciplinarityteachers educationcomplexityeducation for the peacedocencyCNPQ::CIENCIAS HUMANAS::EDUCACAODocência transdisciplinar: em busca de novos princípios para ressignificar a prática educacionalinfo: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_SPTEXTrosamaria.pdf.txtrosamaria.pdf.txtExtracted texttext/plain555779https://repositorio.pucsp.br/xmlui/bitstream/handle/9979/3/rosamaria.pdf.txtcac54bcb9a021e736e511816f3972602MD53ORIGINALrosamaria.pdfapplication/pdf7314921https://repositorio.pucsp.br/xmlui/bitstream/handle/9979/1/rosamaria.pdffeb51586b53b80c106e02dc4e09fa8d3MD51THUMBNAILrosamaria.pdf.jpgrosamaria.pdf.jpgGenerated Thumbnailimage/jpeg3660https://repositorio.pucsp.br/xmlui/bitstream/handle/9979/2/rosamaria.pdf.jpgd24b78fa7a48d09fda889ffb04e65ed3MD52handle/99792022-04-27 09:55:18.906oai:repositorio.pucsp.br:handle/9979Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T12:55:18Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.por.fl_str_mv Docência transdisciplinar: em busca de novos princípios para ressignificar a prática educacional
title Docência transdisciplinar: em busca de novos princípios para ressignificar a prática educacional
spellingShingle Docência transdisciplinar: em busca de novos princípios para ressignificar a prática educacional
Arnt, Rosamaria de Medeiros
transdisciplinaridade
formação de professores
complexidade
educação para a paz
docência
Professores -- Formacao profissional
Interdisciplinaridade em educacao
Educacao para a paz
Transdisciplinarity
teachers education
complexity
education for the peace
docency
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short Docência transdisciplinar: em busca de novos princípios para ressignificar a prática educacional
title_full Docência transdisciplinar: em busca de novos princípios para ressignificar a prática educacional
title_fullStr Docência transdisciplinar: em busca de novos princípios para ressignificar a prática educacional
title_full_unstemmed Docência transdisciplinar: em busca de novos princípios para ressignificar a prática educacional
title_sort Docência transdisciplinar: em busca de novos princípios para ressignificar a prática educacional
author Arnt, Rosamaria de Medeiros
author_facet Arnt, Rosamaria de Medeiros
author_role author
dc.contributor.advisor1.fl_str_mv Moraes, Maria Cândida Borges
dc.contributor.author.fl_str_mv Arnt, Rosamaria de Medeiros
contributor_str_mv Moraes, Maria Cândida Borges
dc.subject.por.fl_str_mv transdisciplinaridade
formação de professores
complexidade
educação para a paz
docência
Professores -- Formacao profissional
Interdisciplinaridade em educacao
Educacao para a paz
topic transdisciplinaridade
formação de professores
complexidade
educação para a paz
docência
Professores -- Formacao profissional
Interdisciplinaridade em educacao
Educacao para a paz
Transdisciplinarity
teachers education
complexity
education for the peace
docency
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Transdisciplinarity
teachers education
complexity
education for the peace
docency
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description The main subject of this research is transdisciplinary docency, intending to find, in the foundations of transdisciplinarity, new principles to give new meanings to the educational practice, bearing in mind the needs of our time. The education is presented as a path, gathering, through changes, the hope of a fairer life, more balanced in its relations with the environment, more fraternal and solidary. The teachers face the challenge of stimulate uninterested students, who are not connected with what happens in their schools. The school seems to unattached itself from its students lives, its community and even the teachers, employees and managers who work at it. The research is developed in a qualitative approach, through experiencias formadoras which make it possible to learn articulating know-how and knowledge, meanings and values. From experiences that interrupt way of thinking it is born an attempt to, through questioning, understand what happened. It is the beginning of a reflexive process which make us dialogue with theories and ideas that allow us to understand and analyze this experience, giving it a new meaning. Therefore these experiences become experiencias fundadoras , which allow us to think about new docency principles, based on transdisciplinarity. This principles are starting points, which are related in a opened, dynamic and processual way, marked by dialogue and by not being static, which allows new arrangements, incorporating ideas, providing an opportunity to new experiences, making a continuous process of acquiring knowledge and teacher education. In this panorama, having experiencias fundadoras e formadoras as a start, i believe that the transdisciplinary ethic must be the base to re-evaluate the docency. This transdisciplinary ethic is based on the triangulo da vida , that is the relations of interdependency between the individual, the society and the environment that provide life. To this I add the concept of transdisciplinary subject, which covers the complex thought, the multidimensionality of the levels of reality and the zone of non-resistance, to understand the human multidimensionality and the need to articulate the different sciences, the philosophy, the arts, the traditions and the spiritual experiences in the educational practice. Therefore, the new principles that emerge from this research are: recognizing the world we live in, discovering our time to be, sheltering the others, weaving our living together, building in a group. At the end, with all new principles delineated, I evaluate its contribution to the docency formation, propose questions that help us to think in the education of a transdisciplinary docency, aiming the education for a planetary citizenship which needs to incorporate the idea of the education in peace and for peace
publishDate 2007
dc.date.available.fl_str_mv 2007-12-05
dc.date.issued.fl_str_mv 2007-05-31
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