PRESSUPOSTOS EPISTEMOLÓGICOS DO CONSTRUTIVISMO, PASSAGEM COMPLEXA PARA O PLANO DIDÁTICO E VÁRIOS MAL-ENTENDIDOS

• Autor(a) principal: Adalton dos Santos Silva
• Data de Publicação: 2022
• Outros Autores: Jenner Barretto Bastos Filho
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Vitruvian Cogitationes
• Texto Completo: https://periodicos.uem.br/ojs/index.php/revisvitruscogitationes/article/view/63591
• topic: misunderstandings; philosophical constructivism; learning theories; constructivism in teaching; malentendidos; constructivismo filosófico; teorías de aprendizaje; constructivismo en la enseñanza; mal-entendidos; construtivismo filosófico; teorias da aprendizagem; construtivismo no ensino

In this work, we emphasize that the debate about constructivism is full of misunderstandings, many of them arising from poor epistemological foundation. Our intention here is to shed some light that can settle problems and contribute to overcoming misunderstood and / or manipulated understandings that are not authorized by a coherent interpretation of what can be considered by philosophical constructivism. In a first instance, our theoretical articulation establishes a dialogue involving aspects of the thoughts of Copernicus, Galileo, Kant, Einstein, Bachelard and Popper and, in a second instance, involving aspects of the thoughts of Piaget, Chomsky and Vygotsky. We also discussed a possible transition from the epistemological to the pedagogical level, highlighting its difficulty. In the learning process, both the role of students and teachers and that of the school, as an institution responsible for transmitting the cultural legacy from generation to generation, are all essential.