A Didática na Perspectiva Fenomenológica

• Autor(a) principal: SILVA, Carlos Cardoso
• Data de Publicação: 2009
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000007407
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/1163
• topic: Fenomenologia; Didática; Prática pedagógica; Relações humanas; Ensino e Aprendizagem; Phenomenology; Didactics; Pedagogical Practice; Humans relations; Teaching and Learning; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This Thesis discusses the didactics in the phenomenological perspective. The research falls on the Culture and Educational Process research line on the Post-Graduate Program Education of the Federal Universtity of Goiás. It searchs to understand the relevance of the human aspects in the teaching and learning process, as well as the importance of human relations in school education practice. To apprehend the interference of the pedagogicals and didactics aspects and its mediation in the practical teaching, I chose to a research of the bibliographical type and field with semi structuralized interviews of qualitative communicativeness. In this research, the theoretical framework is based, particularly, in the in the thought of Edmund Husserl and the contributions of Maurice Merlau-Ponty, Martin Heidegger, Joel Martins, Maria Aparecida Viggiani Bicudo, Antônio Muniz de Rezende, Creusa Capalbo, Paulo Freire and et all. The study demonstrate the intersection set between the perspective of phenomenology and didactics in educational practice, in order to reveal the articulation of a pedagogical practice, accurate and reflection, capable of the education (school) formal more humanization. The Phenomenological conception of Edmund Husserl contributed to deepen these analyses when investigating of rigorous, methodical form and human being the relation of teach-learning in critical educative search of one practical and humanization one. I highlight, therefore, the implications of this perspective in the fulfillment process of the teaching work, especially, in relation to the classroom