The storm under feet: the interdisciplinary challenge
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Terra Roxa e Outras Terras: Revista de Estudos Literários |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/terraroxa/article/view/27163 |
Resumo: | We propose to discuss, from the relations between literature and science, the relevance of interdisciplinary studies for an education committed to the human condition, the complexity of knowledge and the imagination. From Edgar Morin’s work about complexity of knowledge and imagination, we thought the possibility of Literature’s teaching renovation at schools as resulting from an approach that is able to join knowledges considered usually as conflicting (humanities, arts and language are usually considered in opposition to hard sciences, studies about nature and mathematics). Taking into account epistemological features in relation to knowledge’s production and diffusion, in accord to authors like Gaston Bachelard and Wolf Lepenies, we discuss the dissolution of hierarchies and divisions between subjects. We aimed to contextualize the discussion based on official documents as Parâmetros Curriculares Nacionais do Ensino Médio and researchers that study the education in Brazil as Lopes (1999) and Fazenda (1996).This theoretical orientation allowed to support the methodology characterized by approach of the literary text as a complex subject, that is, we must consider it in an integrated way, including different kinds of knowledge represented by school’s subjects, especially those that are connected to natural sciences. The literary piece isn’t any more exclusive of studies about Language and Literature, but it doesn’t mean lose the specificity. The text is perceived as articulation of multiple aspects and knowledge that can be refreshed by interdisciplinary approaches of reading. At last, grounded on reflections and proposes developed in this article, we proposed a reading exercise of the poem “Às Artes” (1788, “To the Arts”) by Manuel Inácio da Silva Alvarenga. The choice aimed to expose how the connection between scientific knowledge and poetry of that moment offers complexity and topicality to the text written more than 200 years, relating to student’s demands at school. |
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The storm under feet: the interdisciplinary challengeAbaixo dos pés as tempestades: o desafio interdisciplinarLiteratureScienceInterdisciplinarityEducationLiteraturaCViênciaInterdisciplinaridadeEducaçãoWe propose to discuss, from the relations between literature and science, the relevance of interdisciplinary studies for an education committed to the human condition, the complexity of knowledge and the imagination. From Edgar Morin’s work about complexity of knowledge and imagination, we thought the possibility of Literature’s teaching renovation at schools as resulting from an approach that is able to join knowledges considered usually as conflicting (humanities, arts and language are usually considered in opposition to hard sciences, studies about nature and mathematics). Taking into account epistemological features in relation to knowledge’s production and diffusion, in accord to authors like Gaston Bachelard and Wolf Lepenies, we discuss the dissolution of hierarchies and divisions between subjects. We aimed to contextualize the discussion based on official documents as Parâmetros Curriculares Nacionais do Ensino Médio and researchers that study the education in Brazil as Lopes (1999) and Fazenda (1996).This theoretical orientation allowed to support the methodology characterized by approach of the literary text as a complex subject, that is, we must consider it in an integrated way, including different kinds of knowledge represented by school’s subjects, especially those that are connected to natural sciences. The literary piece isn’t any more exclusive of studies about Language and Literature, but it doesn’t mean lose the specificity. The text is perceived as articulation of multiple aspects and knowledge that can be refreshed by interdisciplinary approaches of reading. At last, grounded on reflections and proposes developed in this article, we proposed a reading exercise of the poem “Às Artes” (1788, “To the Arts”) by Manuel Inácio da Silva Alvarenga. The choice aimed to expose how the connection between scientific knowledge and poetry of that moment offers complexity and topicality to the text written more than 200 years, relating to student’s demands at school.O presente artigo propõe discutir, a partir das relações entre literatura e ciências da natureza, a relevância de estudos interdisciplinares para uma educação compromissada com a condição humana, a complexidade do conhecimento e a imaginação. Tendo em vista a reflexão de Edgar Morin sobre interdisciplinaridade e pensamento complexo, considerou-se a possibilidade de renovação do ensino de literatura nas escolas a partir de uma abordagem capaz de conjugar conhecimentos que são normalmente tratados como conflitantes (áreas relacionadas às humanidades, artes e linguagem normalmente são situadas em oposição às disciplinas ligadas às chamadas ciências “duras” ou atreladas a estudos da natureza e da matemática). Com a finalidade de colocar em questão a desconstrução de hierarquias e de divisões estanques entre as disciplinas, foram considerados aspectos epistemológicos associados à produção e difusão do conhecimento segundo a reflexão de autores como Gaston Bachelard e Wolf Lepenies. Buscou-se ainda contextualizar a discussão com base nos Parâmetros Curriculares Nacionais do Ensino Médio e em trabalhos sobre o ensino no Brasil como os de Lopes (1999) e Fazenda (1996). A orientação teórica assim estabelecida permitiu sustentar a defesa de metodologia caracterizada pela abordagem do texto literário como objeto complexo, ou seja, considerando-o em integração com conhecimentos representados por outras disciplinas escolares, em especial as relacionadas às ciências da natureza. A obra literária deixa de ser considerada domínio exclusivo dos estudos de Língua e Literatura, sem perder sua especificidade, para ser compreendida como articulação de múltiplos fatores e conhecimentos passíveis de serem atualizados por estratégias interdisciplinares de leitura. Apresenta-se no artigo exercício para exposição da proposta apresentada, elegeu-se para essa finalidade o poema Às artes (1788), de Manuel Inácio da Silva Alvarenga. A escolha de obra setecentista visou expor como conexões entre o conhecimento científico e a prática poética da época conferem complexidade e atualidade ao texto escolhido ainda que escrito há mais de 200 anos, relacionando-o a demandas vividas pelos estudantes no âmbito escolar.Programa de Pós-graduação em Letras2016-12-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/terraroxa/article/view/2716310.5433/1678-2054.2016v31p57Terra Roxa e Outras Terras: Revista de Estudos Literários; Vol. 31: Perspectivas do ensino de literatura: acertos e desencontros (jun. 2016); 57-69Terra Roxa e Outras Terras: Revista de Estudos Literários; Vol. 31: Perspectivas do ensino de literatura: acertos e desencontros (jun. 2016); 57-69Terra Roxa e Outras Terras: Revista de Estudos Literários; v. 31: Perspectivas do ensino de literatura: acertos e desencontros (jun. 2016); 57-691678-2054reponame:Terra Roxa e Outras Terras: Revista de Estudos Literáriosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/terraroxa/article/view/27163/20592Copyright (c) 2016 Terra Roxa e Outras Terras: Revista de Estudos Literáriosinfo:eu-repo/semantics/openAccessDaflon, ClaudeteAntunes, Alexandre2020-10-22T14:31:01Zoai:ojs.pkp.sfu.ca:article/27163Revistahttp://www.uel.br/revistas/uel/index.php/terraroxa/indexPUBhttps://ojs.uel.br/revistas/uel/index.php/terraroxa/oaiterraroxa.uel@gmail.com1678-20541678-2054opendoar:2023-01-13T10:37:16.967219Terra Roxa e Outras Terras: Revista de Estudos Literários - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
The storm under feet: the interdisciplinary challenge Abaixo dos pés as tempestades: o desafio interdisciplinar |
title |
The storm under feet: the interdisciplinary challenge |
spellingShingle |
The storm under feet: the interdisciplinary challenge Daflon, Claudete Literature Science Interdisciplinarity Education Literatura CViência Interdisciplinaridade Educação |
title_short |
The storm under feet: the interdisciplinary challenge |
title_full |
The storm under feet: the interdisciplinary challenge |
title_fullStr |
The storm under feet: the interdisciplinary challenge |
title_full_unstemmed |
The storm under feet: the interdisciplinary challenge |
title_sort |
The storm under feet: the interdisciplinary challenge |
author |
Daflon, Claudete |
author_facet |
Daflon, Claudete Antunes, Alexandre |
author_role |
author |
author2 |
Antunes, Alexandre |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Daflon, Claudete Antunes, Alexandre |
dc.subject.por.fl_str_mv |
Literature Science Interdisciplinarity Education Literatura CViência Interdisciplinaridade Educação |
topic |
Literature Science Interdisciplinarity Education Literatura CViência Interdisciplinaridade Educação |
description |
We propose to discuss, from the relations between literature and science, the relevance of interdisciplinary studies for an education committed to the human condition, the complexity of knowledge and the imagination. From Edgar Morin’s work about complexity of knowledge and imagination, we thought the possibility of Literature’s teaching renovation at schools as resulting from an approach that is able to join knowledges considered usually as conflicting (humanities, arts and language are usually considered in opposition to hard sciences, studies about nature and mathematics). Taking into account epistemological features in relation to knowledge’s production and diffusion, in accord to authors like Gaston Bachelard and Wolf Lepenies, we discuss the dissolution of hierarchies and divisions between subjects. We aimed to contextualize the discussion based on official documents as Parâmetros Curriculares Nacionais do Ensino Médio and researchers that study the education in Brazil as Lopes (1999) and Fazenda (1996).This theoretical orientation allowed to support the methodology characterized by approach of the literary text as a complex subject, that is, we must consider it in an integrated way, including different kinds of knowledge represented by school’s subjects, especially those that are connected to natural sciences. The literary piece isn’t any more exclusive of studies about Language and Literature, but it doesn’t mean lose the specificity. The text is perceived as articulation of multiple aspects and knowledge that can be refreshed by interdisciplinary approaches of reading. At last, grounded on reflections and proposes developed in this article, we proposed a reading exercise of the poem “Às Artes” (1788, “To the Arts”) by Manuel Inácio da Silva Alvarenga. The choice aimed to expose how the connection between scientific knowledge and poetry of that moment offers complexity and topicality to the text written more than 200 years, relating to student’s demands at school. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-12-28 |
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/terraroxa/article/view/27163 10.5433/1678-2054.2016v31p57 |
url |
https://ojs.uel.br/revistas/uel/index.php/terraroxa/article/view/27163 |
identifier_str_mv |
10.5433/1678-2054.2016v31p57 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/terraroxa/article/view/27163/20592 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Terra Roxa e Outras Terras: Revista de Estudos Literários info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Terra Roxa e Outras Terras: Revista de Estudos Literários |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Programa de Pós-graduação em Letras |
publisher.none.fl_str_mv |
Programa de Pós-graduação em Letras |
dc.source.none.fl_str_mv |
Terra Roxa e Outras Terras: Revista de Estudos Literários; Vol. 31: Perspectivas do ensino de literatura: acertos e desencontros (jun. 2016); 57-69 Terra Roxa e Outras Terras: Revista de Estudos Literários; Vol. 31: Perspectivas do ensino de literatura: acertos e desencontros (jun. 2016); 57-69 Terra Roxa e Outras Terras: Revista de Estudos Literários; v. 31: Perspectivas do ensino de literatura: acertos e desencontros (jun. 2016); 57-69 1678-2054 reponame:Terra Roxa e Outras Terras: Revista de Estudos Literários instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Terra Roxa e Outras Terras: Revista de Estudos Literários |
collection |
Terra Roxa e Outras Terras: Revista de Estudos Literários |
repository.name.fl_str_mv |
Terra Roxa e Outras Terras: Revista de Estudos Literários - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
terraroxa.uel@gmail.com |
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