Aprender, pensar, fazer: Dewey e uma possível proposta de gestão escolar

• Autor(a) principal: Costa, Renato Augusto da
• Data de Publicação: 2012
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/30105
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO; Dewey; Pragmatismo; Gestão educativa; Educação; Dewey; Pragmatism; Education

John Dewey, one of the founders of the North American philosophical current of pragmatism, develops in his professional and academic works a theory that aims to understand and present the production of knowledge in humans from their relationship with the practical world. Defining the concept of experience from the everyday world and the relations of men among themselves and the nature, Dewey analyzes and perceives the school as the formal environment where such experience is (or should be) thought for the completion of an effective thinking. Likewise, contemporary studies on education, specifically on the official space of teaching and learning (the school) highlight the relevance of the management of this educational space for the achievement of its goals, being this element the space-time administration, one of the foundations of the educational management studies. In this study, we attempt to draw an identification between Dewey’s pragmatic ideas and current studies and concepts of educational management, in the attempt of establishing a parallel between the North American pragmatic theory, so well elucidated by John Dewey, and current works on school management, exemplified here by the work of the researcher on the subject Heloisa Lück