Self-critical critical science: the best relative validity, for the time being...
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2021 |
| Outros Autores: | |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Conhecer (Fortaleza) |
| Texto Completo: | https://revistas.uece.br/index.php/revistaconhecer/article/view/5606 |
Resumo: | Reading and studying James C. Scott's book Seeing like a State: how certain schemes to improve the human condition have failed has proven to be a great source of actual learning of the constraints on linear, sequential, mathematicized, and/or algorithmic scientific intervention. Let us remember that the acronym STEM (Science, Technology, Engineering, Mathematics) is used almost as a school-bred imperative for productive and competitive success, being strictly followed in Asian schools, especially Chinese ones, which currently occupy the first position in the Programme for International Student Assessment (PISA) in terms of reading, science, and maths and make the case for the glory of the so-called global instructionalism. Several authors reflect not only pertinent pedagogical arguments, but their own experience: Chinese pedagogy, for example, proves to be oppressive, domesticating, brutal and leads many students to despair ‒ especially when faced with mathematics and ignoring that learning is a natural and evolutionary process. rare authorial and integral depth, implies the physical and mental well-being of students |
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Self-critical critical science: the best relative validity, for the time being...Ciencia crítica autocrítica: la mejor validez relativa, por el momento...Science critique autocritique : la meilleure validité relative, pour l’instant...: validade relativa que melhor vale, por enquanto...Ciência crítica autocrítica: validade relativa que melhor vale, por enquanto...educação ciência críticaestudanteseducationcritical science studentseducaciónciencia críticaestudiantes éducationscience critiqueétudiantsReading and studying James C. Scott's book Seeing like a State: how certain schemes to improve the human condition have failed has proven to be a great source of actual learning of the constraints on linear, sequential, mathematicized, and/or algorithmic scientific intervention. Let us remember that the acronym STEM (Science, Technology, Engineering, Mathematics) is used almost as a school-bred imperative for productive and competitive success, being strictly followed in Asian schools, especially Chinese ones, which currently occupy the first position in the Programme for International Student Assessment (PISA) in terms of reading, science, and maths and make the case for the glory of the so-called global instructionalism. Several authors reflect not only pertinent pedagogical arguments, but their own experience: Chinese pedagogy, for example, proves to be oppressive, domesticating, brutal and leads many students to despair ‒ especially when faced with mathematics and ignoring that learning is a natural and evolutionary process. rare authorial and integral depth, implies the physical and mental well-being of studentsLa lectura y el estudio del libro de James C. Scott Seeing like a State: how certain schemes to improve the human condition have failed ha demostrado ser una gran fuente de aprendizaje concreto de las limitaciones de la intervención científica lineal, secuencial, matemática y/o algorítmica. Recordemos que el acrónimo STEM (Science, Technology, Engineering, Mathematics) se utiliza casi como un imperativo escolar para el éxito productivo y competitivo, siendo estrictamente seguido en las escuelas asiáticas, especialmente las chinas, que actualmente ocupan el primer puesto en el Programa Internacional para la Evaluación de Estudiantes (Programme for International Student Assessment [PISA]) en términos de lectura, ciencias y matemáticas y defienden la gloria del llamado instruccionalismo global. Varios autores reflejan no solo argumentos pedagógicos pertinentes, sino su propia experiencia: la pedagogía china, por ejemplo, demuestra ser opresiva, domesticadora, brutal y lleva a muchos estudiantes a la desesperación, especialmente cuando se enfrentan a las matemáticas e ignoran que el aprendizaje es un proceso natural y evolutivo y rara profundidad autoral e integral, implica el bienestar físico y mental de los estudiantesLa lecture et l’étude du livre de James C. Scott Seeing like a State : how certain schèmes to improve the human condition have failed s’est avérée être une source importante d’apprentissage concret des limites de l’intervention scientifique linéaire, séquentielle, mathématisée et/ou algorithmique. Rappelons que l’acronyme STEM (Science, Technology, Engineering, Mathematics) est utilisé presque comme un impératif scolaire pour le succès productif et compétitif, strictement suivi dans les écoles asiatiques, notamment les chinoises, qui occupent actuellement la première place du Programme International pour le Suivi des Acquis des Élèves (Programme for International Student Assessment [PISA]) en matière de lecture, de sciences et de mathématiques, et font la gloire du soi-disant instructionnisme globale. Plusieurs auteurs reflètent non seulement des arguments pédagogiques pertinents, mais leur propre expérience : la pédagogie chinoise, par exemple, s’avère oppressive, domestique, brutale et conduit de nombreux élèves au désespoir surtout face aux mathématiques et ignorant que l’apprentissage est un processus naturel et évolutif rare profondeur d’auteur et intégrale, implique le bien-être physique et mental des étudiants.Recordemos que a sigla STEM (Science, Technology, Engineering, Mathematics) vale quase como comando escolar para o sucesso produtivo e competitivo, sendo seguido à risca em escolas asiáticas, sobretudo as chinesas, que hoje ocupam o primeiro lugar no Programa Internacional de Avaliação de Alunos (Programme for International Student Assessment [PISA]) em leitura, ciência e matemática e fazem a glória do chamado instrucionismo global. Tal “pedagogia” sempre foi contestada, embora hoje reine soberana na indústria global da educação, atrelada ao mercado liberal. Diversos autores refletem não só pertinentes argumentações pedagógicas, mas experiência própria: a pedagogia chinesa, como exemplo, se mostra opressiva, domesticadora, brutal e leva muitos estudantes ao desespero - principalmente diante da matemática e ignorando que a aprendizagem, um processo evolucionário natural e de rara profundidade autoral e integral, implica o bem-estar físico e mental dos estudantes.EdUECE2021-10-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/revistaconhecer/article/view/560610.32335/2238-0426.2021.11.27.5606Conhecer: debate entre o público e o privado; v. 11 n. 27 (2021); 7-402238-0426reponame:Conhecer (Fortaleza)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/revistaconhecer/article/view/5606/6080Copyright (c) 2021 Conhecer: debate entre o público e o privadoinfo:eu-repo/semantics/openAccessDemo, PedroSilva, Renan Antônio da 2021-11-09T18:58:05Zoai:ojs.revistas.uece.br:article/5606Revistahttps://revistas.uece.br/index.php/revistaconhecer/indexPUBhttps://revistas.uece.br/index.php/revistaconhecer/oaifhsfgm@gmail.com||revistaconhecer@uece.br2238-04262238-0426opendoar:2021-11-09T18:58:05Conhecer (Fortaleza) - Universidade Estadual do Ceará (UECE)false |
| dc.title.none.fl_str_mv |
Self-critical critical science: the best relative validity, for the time being... Ciencia crítica autocrítica: la mejor validez relativa, por el momento... Science critique autocritique : la meilleure validité relative, pour l’instant...: validade relativa que melhor vale, por enquanto... Ciência crítica autocrítica: validade relativa que melhor vale, por enquanto... |
| title |
Self-critical critical science: the best relative validity, for the time being... |
| spellingShingle |
Self-critical critical science: the best relative validity, for the time being... Demo, Pedro educação ciência crítica estudantes education critical science students educación ciencia crítica estudiantes éducation science critique étudiants |
| title_short |
Self-critical critical science: the best relative validity, for the time being... |
| title_full |
Self-critical critical science: the best relative validity, for the time being... |
| title_fullStr |
Self-critical critical science: the best relative validity, for the time being... |
| title_full_unstemmed |
Self-critical critical science: the best relative validity, for the time being... |
| title_sort |
Self-critical critical science: the best relative validity, for the time being... |
| author |
Demo, Pedro |
| author_facet |
Demo, Pedro Silva, Renan Antônio da |
| author_role |
author |
| author2 |
Silva, Renan Antônio da |
| author2_role |
author |
| dc.contributor.author.fl_str_mv |
Demo, Pedro Silva, Renan Antônio da |
| dc.subject.por.fl_str_mv |
educação ciência crítica estudantes education critical science students educación ciencia crítica estudiantes éducation science critique étudiants |
| topic |
educação ciência crítica estudantes education critical science students educación ciencia crítica estudiantes éducation science critique étudiants |
| description |
Reading and studying James C. Scott's book Seeing like a State: how certain schemes to improve the human condition have failed has proven to be a great source of actual learning of the constraints on linear, sequential, mathematicized, and/or algorithmic scientific intervention. Let us remember that the acronym STEM (Science, Technology, Engineering, Mathematics) is used almost as a school-bred imperative for productive and competitive success, being strictly followed in Asian schools, especially Chinese ones, which currently occupy the first position in the Programme for International Student Assessment (PISA) in terms of reading, science, and maths and make the case for the glory of the so-called global instructionalism. Several authors reflect not only pertinent pedagogical arguments, but their own experience: Chinese pedagogy, for example, proves to be oppressive, domesticating, brutal and leads many students to despair ‒ especially when faced with mathematics and ignoring that learning is a natural and evolutionary process. rare authorial and integral depth, implies the physical and mental well-being of students |
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2021 |
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2021-10-18 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://revistas.uece.br/index.php/revistaconhecer/article/view/5606 10.32335/2238-0426.2021.11.27.5606 |
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https://revistas.uece.br/index.php/revistaconhecer/article/view/5606 |
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10.32335/2238-0426.2021.11.27.5606 |
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por |
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por |
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https://revistas.uece.br/index.php/revistaconhecer/article/view/5606/6080 |
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Copyright (c) 2021 Conhecer: debate entre o público e o privado info:eu-repo/semantics/openAccess |
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Copyright (c) 2021 Conhecer: debate entre o público e o privado |
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application/pdf |
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EdUECE |
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EdUECE |
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Conhecer: debate entre o público e o privado; v. 11 n. 27 (2021); 7-40 2238-0426 reponame:Conhecer (Fortaleza) instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
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