The conceptions of integral and integrated education in John Dewey

• Autor(a) principal: Freitas, Cezar Ricardo de
• Data de Publicação: 2020
• Outros Autores: Figueiredo, Ireni Marilene Zago
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Trabalho & Educação (Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/trabedu/article/view/19618
• topic: John Dewey; Educação Integral; Educação Integrada; Liberalismo; John Dewey; Integral Education; Integrated Education; Liberalism

This study aims to discuss the concepts of Integral Education and Integrated Education in three works by John Dewey (1859-1952): "Liberalism, Freedom and Culture"; “Democracy and Education” and “Experience and Education”, all from the 1930s. To understand the concepts of Integral and Integrated Education, the relationship with the following deweyan concepts was considered: education and democracy; education and social contradictions; moral education and formation of moral and intellectual habits; teaching and experience; education and individual freedom; education and work, among others necessaryfor the contextualization of the discussion. Integrated and Integral Education in Dewey are inseparable, however, it can be concluded that Integrated Education would be the one that solved the problems of society pointed out by Dewey, such as social exclusion and the absence of democratic values. In order for the school to develop this dimension integrated into society, the American philosopher  concomitantly develops a conception of Integral Education: an educational strategy based on the development of student freedom, and which presupposes the development of the intellectual aspect and the body, concerned including the dimension of the work. Although with a different perspective, there is in the philosopher a concern to dialogue with themes proposed by socialists, such as the crisis of capitalism in the 1930s, the problems generated by social exclusion, and the need to link education and work.