Think carefully through the assimilation of concepts and context: considerations relevant to the teaching of history today

Detalhes bibliográficos
Autor(a) principal: Rodrigues, André Wagner
Data de Publicação: 2011
Tipo de documento: Artigo
Idioma: por
Título da fonte: Antíteses
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/3947
Resumo: This text brings to the academic debate some concerns and questions of historians who realize in recent times the negative influence of media-communication-training in formation of new generation. The present time is explained by himself, and the future onetime “uncertain” and past is “disconnected” from reality, a kind of “reductionism of History” as school subject and the field of knowledge. Given this situation, intend alternative proposals arising from Philosophy as a discipline History and the others in proposing a reflective education. For this, it will examine the contribution of two contemporary philosophers who have developped categories of analysis for a possible reversal of the negative effects on the educational process: the North American Mathew Lipman and what classifies as “Thought Excellent” and the French Edgar Morin and what he calls of “Complex Thinking”.
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spelling Think carefully through the assimilation of concepts and context: considerations relevant to the teaching of history todayPensar bem por intermédio da assimilação e contextualização de conceitos: considerações pertinentes para o ensino de história atualMethodology of history classHistorical conceptsExcellent thinkingComplex thinkingMathew LipmanEdgar MorinMetodologia do ensino de históriaConceitos históricosPensamento excelentePensamento complexoMathew LipmanEdgar MorinThis text brings to the academic debate some concerns and questions of historians who realize in recent times the negative influence of media-communication-training in formation of new generation. The present time is explained by himself, and the future onetime “uncertain” and past is “disconnected” from reality, a kind of “reductionism of History” as school subject and the field of knowledge. Given this situation, intend alternative proposals arising from Philosophy as a discipline History and the others in proposing a reflective education. For this, it will examine the contribution of two contemporary philosophers who have developped categories of analysis for a possible reversal of the negative effects on the educational process: the North American Mathew Lipman and what classifies as “Thought Excellent” and the French Edgar Morin and what he calls of “Complex Thinking”.Esse texto traz para o debate acadêmico algumas preocupações e indagações de historiadores que percebem nos últimos tempos os efeitos negativos da influência dos meios-de-comunicação na formação das novas gerações. O tempo presente é explicado por ele mesmo, sendo o futuro um tempo “incerto” e o passado “desconectado” da realidade, ou seja, um “reducionismo da História” enquanto disciplina escolar e campo de conhecimento.Diante desse quadro, pretende-se oferecer propostas alternativas decorrentes da Filosofia, como uma disciplina que auxilie a disciplina História e as demais na proposição de uma Educação reflexiva.Para isso, analisar-se-á a contribuição de dois filósofos contemporâneos que elaboraram categorias de análise para uma possível reversão dos efeitos negativos no processo educacional: o norte americano Mathew Lipman e o que classifica como “Pensamento Excelente” e o francês Edgar Morin e o que denomina de “Pensamento Complexo”.Universidade Estadual de Londrina2011-02-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/394710.5433/1984-3356.2010v3n6p823Antíteses; Vol. 3, n. 6, jul./dez. 2010 - Dossiê: História e Ensino. Teorias e Metodologias; 823-835Antíteses; Vol. 3, n. 6, jul./dez. 2010 - Dossiê: História e Ensino. Teorias e Metodologias; 823-8351984-3356reponame:Antítesesinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/3947/7048Copyright (c) 2010 Antítesesinfo:eu-repo/semantics/openAccessRodrigues, André Wagner2022-06-02T12:44:00Zoai:ojs.pkp.sfu.ca:article/3947Revistahttps://www.uel.br/revistas/uel/index.php/antitesesPUBhttps://www.uel.br/revistas/uel/index.php/antiteses/oaiantiteses@uel.br||1984-33561984-3356opendoar:2022-06-02T12:44Antíteses - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Think carefully through the assimilation of concepts and context: considerations relevant to the teaching of history today
Pensar bem por intermédio da assimilação e contextualização de conceitos: considerações pertinentes para o ensino de história atual
title Think carefully through the assimilation of concepts and context: considerations relevant to the teaching of history today
spellingShingle Think carefully through the assimilation of concepts and context: considerations relevant to the teaching of history today
Rodrigues, André Wagner
Methodology of history class
Historical concepts
Excellent thinking
Complex thinking
Mathew Lipman
Edgar Morin
Metodologia do ensino de história
Conceitos históricos
Pensamento excelente
Pensamento complexo
Mathew Lipman
Edgar Morin
title_short Think carefully through the assimilation of concepts and context: considerations relevant to the teaching of history today
title_full Think carefully through the assimilation of concepts and context: considerations relevant to the teaching of history today
title_fullStr Think carefully through the assimilation of concepts and context: considerations relevant to the teaching of history today
title_full_unstemmed Think carefully through the assimilation of concepts and context: considerations relevant to the teaching of history today
title_sort Think carefully through the assimilation of concepts and context: considerations relevant to the teaching of history today
author Rodrigues, André Wagner
author_facet Rodrigues, André Wagner
author_role author
dc.contributor.author.fl_str_mv Rodrigues, André Wagner
dc.subject.por.fl_str_mv Methodology of history class
Historical concepts
Excellent thinking
Complex thinking
Mathew Lipman
Edgar Morin
Metodologia do ensino de história
Conceitos históricos
Pensamento excelente
Pensamento complexo
Mathew Lipman
Edgar Morin
topic Methodology of history class
Historical concepts
Excellent thinking
Complex thinking
Mathew Lipman
Edgar Morin
Metodologia do ensino de história
Conceitos históricos
Pensamento excelente
Pensamento complexo
Mathew Lipman
Edgar Morin
description This text brings to the academic debate some concerns and questions of historians who realize in recent times the negative influence of media-communication-training in formation of new generation. The present time is explained by himself, and the future onetime “uncertain” and past is “disconnected” from reality, a kind of “reductionism of History” as school subject and the field of knowledge. Given this situation, intend alternative proposals arising from Philosophy as a discipline History and the others in proposing a reflective education. For this, it will examine the contribution of two contemporary philosophers who have developped categories of analysis for a possible reversal of the negative effects on the educational process: the North American Mathew Lipman and what classifies as “Thought Excellent” and the French Edgar Morin and what he calls of “Complex Thinking”.
publishDate 2011
dc.date.none.fl_str_mv 2011-02-08
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/3947
10.5433/1984-3356.2010v3n6p823
url https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/3947
identifier_str_mv 10.5433/1984-3356.2010v3n6p823
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/3947/7048
dc.rights.driver.fl_str_mv Copyright (c) 2010 Antíteses
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2010 Antíteses
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Antíteses; Vol. 3, n. 6, jul./dez. 2010 - Dossiê: História e Ensino. Teorias e Metodologias; 823-835
Antíteses; Vol. 3, n. 6, jul./dez. 2010 - Dossiê: História e Ensino. Teorias e Metodologias; 823-835
1984-3356
reponame:Antíteses
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Antíteses
collection Antíteses
repository.name.fl_str_mv Antíteses - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv antiteses@uel.br||
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