KNOWLEDGE TRANSMISSION IN DEBATE: MIGHT CRITICAL-HISTORICAL PEDAGOGY REHABILITATE TRADITIONAL TEACHING METHODS?
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação em Revista |
Texto Completo: | https://periodicos.ufmg.br/index.php/edrevista/article/view/38031 |
Resumo: | The article seeks to contribute to the debate regarding the defense of the transmission ofthe scientific, artistic and philosophical knowledge claimed by historical-critical pedagogy in the currentpolitical-cultural context of obscurantism and attacks on reason. Based on theoretical-conceptual investigation of bibliographic nature, it explores the differences between the critical-historicalproposition and traditional teaching methods, arguing that the divergences with non-directivepedagogies do not grant a rehabilitation of traditional pedagogy, marked by the prevalence of inductivemethod, by verbalism and by the a-critical apprehension of the relationship between school and society.It is concluded that critical-historical pedagogy preserves the principle of the transmission ofknowledge for every student, but, once it is based on another conception of knowledge, it is carried outfrom another method and subordinates itself to a different purpose, that principle is requalified,pursuing praxis. Finally, the understanding of the transmission of knowledge as a principle ofontological - and not didactic or operational – nature within the educational process is postulated. |
id |
UFMG-5_241b8872322059754dd162915bd825b6 |
---|---|
oai_identifier_str |
oai:periodicos.ufmg.br:article/38031 |
network_acronym_str |
UFMG-5 |
network_name_str |
Educação em Revista |
repository_id_str |
|
spelling |
KNOWLEDGE TRANSMISSION IN DEBATE: MIGHT CRITICAL-HISTORICAL PEDAGOGY REHABILITATE TRADITIONAL TEACHING METHODS?LA TRANSMISIÓN DEL CONOCIMIENTO EN DEBATE: ¿ESTARIA LA PEDAGOGÍA HISTÓRICOCRÍTICA REHABILITANDO LA ENSEÑANZA TRADICIONAL?A TRANSMISSÃO DO CONHECIMENTO EM DEBATE: ESTARIA A PEDAGOGIA HISTÓRICO-CRÍTICA REABILITANDO O ENSINO TRADICIONAL?Educação escolarTeoria pedagógicaTransmissão de conhecimentosPedagogia histórico-críticaSchool educationPedagogical theoryKnowledge transmissionCritical-historical pedagogyEducación escolarTeoría pedagógicaMétodoTransmisión de conocimientosPedagogía histórico-críticaThe article seeks to contribute to the debate regarding the defense of the transmission ofthe scientific, artistic and philosophical knowledge claimed by historical-critical pedagogy in the currentpolitical-cultural context of obscurantism and attacks on reason. Based on theoretical-conceptual investigation of bibliographic nature, it explores the differences between the critical-historicalproposition and traditional teaching methods, arguing that the divergences with non-directivepedagogies do not grant a rehabilitation of traditional pedagogy, marked by the prevalence of inductivemethod, by verbalism and by the a-critical apprehension of the relationship between school and society.It is concluded that critical-historical pedagogy preserves the principle of the transmission ofknowledge for every student, but, once it is based on another conception of knowledge, it is carried outfrom another method and subordinates itself to a different purpose, that principle is requalified,pursuing praxis. Finally, the understanding of the transmission of knowledge as a principle ofontological - and not didactic or operational – nature within the educational process is postulated. El artículo intenta profundizar el debate sobre la defensa de la transmisión delconocimiento científico, artístico y filosófico reivindicado por la pedagogía histórico-crítica en elcontexto político y cultural actual del oscurantismo y los ataques a la razón. Basado en unainvestigación teórico conceptual de tipo bibliográfico, explora las diferencias entre la proposiciónhistórico-crítica y los métodos de enseñanza tradicionales, argumentando que la lucha contra laspedagogías no directivas no otorga un movimiento para la rehabilitación de la pedagogía tradicional,marcada por la prevalencia del método inductivo, verbalismo y aprehensión acrítica de la relaciónescuela-sociedad. Se concluye que la pedagogía histórico-crítica conserva el principio de la transmisióndel conocimiento a todos, pero, dado que se basa en otra concepción del conocimiento, se realiza apartir de otro método y está subordinado a otro propósito, este principio es recalificado, vislumbrandola praxis. Finalmente, se postula entender la transmisión de conocimiento como un principioontológico, y no didáctico u operativo, del proceso educativo.O artigo se propõe a aprofundar o debate acerca da defesa da transmissão dosconhecimentos científicos, artísticos e filosóficos reivindicada pela pedagogia histórico-crítica no atualcontexto político-cultural de obscurantismo e ataques à razão. Com base em investigação teóricoconceitual de tipo bibliográfica, explora as diferenças entre a proposição histórico-crítica e os métodostradicionais de ensino, sustentando que o combate às pedagogias não-diretivas não outorga ummovimento de reabilitação da pedagogia tradicional, marcada pela prevalência do método indutivo, peloverbalismo e pela apreensão acrítica da relação escola-sociedade. Conclui-se que a pedagogia históricocrítica conserva o princípio da transmissão do conhecimento para todos, mas, uma vez que baseia emoutra concepção de conhecimento, realiza-se a partir de outro método e subordina-se a outra finalidade,tal princípio é requalificado, vislumbrando a práxis. Postula-se, enfim, a compreensão da transmissão deconhecimento como princípio de esfera ontológica – e não didática ou operacional – do processoeducativo.Educação em Revista 2020-10-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresAvaliado por Parestextoapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/38031Educação em Revista ; v. 36 n. 1 (2020): v.36 (2020)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/38031/29619https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess CAMPREGHER PASQUALINI, JULIANANICOLA LAVOURA, TIAGO 2022-01-27T01:35:04Zoai:periodicos.ufmg.br:article/38031Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2022-01-27T01:35:04Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
KNOWLEDGE TRANSMISSION IN DEBATE: MIGHT CRITICAL-HISTORICAL PEDAGOGY REHABILITATE TRADITIONAL TEACHING METHODS? LA TRANSMISIÓN DEL CONOCIMIENTO EN DEBATE: ¿ESTARIA LA PEDAGOGÍA HISTÓRICOCRÍTICA REHABILITANDO LA ENSEÑANZA TRADICIONAL? A TRANSMISSÃO DO CONHECIMENTO EM DEBATE: ESTARIA A PEDAGOGIA HISTÓRICO-CRÍTICA REABILITANDO O ENSINO TRADICIONAL? |
title |
KNOWLEDGE TRANSMISSION IN DEBATE: MIGHT CRITICAL-HISTORICAL PEDAGOGY REHABILITATE TRADITIONAL TEACHING METHODS? |
spellingShingle |
KNOWLEDGE TRANSMISSION IN DEBATE: MIGHT CRITICAL-HISTORICAL PEDAGOGY REHABILITATE TRADITIONAL TEACHING METHODS? CAMPREGHER PASQUALINI, JULIANA Educação escolar Teoria pedagógica Transmissão de conhecimentos Pedagogia histórico-crítica School education Pedagogical theory Knowledge transmission Critical-historical pedagogy Educación escolar Teoría pedagógica Método Transmisión de conocimientos Pedagogía histórico-crítica |
title_short |
KNOWLEDGE TRANSMISSION IN DEBATE: MIGHT CRITICAL-HISTORICAL PEDAGOGY REHABILITATE TRADITIONAL TEACHING METHODS? |
title_full |
KNOWLEDGE TRANSMISSION IN DEBATE: MIGHT CRITICAL-HISTORICAL PEDAGOGY REHABILITATE TRADITIONAL TEACHING METHODS? |
title_fullStr |
KNOWLEDGE TRANSMISSION IN DEBATE: MIGHT CRITICAL-HISTORICAL PEDAGOGY REHABILITATE TRADITIONAL TEACHING METHODS? |
title_full_unstemmed |
KNOWLEDGE TRANSMISSION IN DEBATE: MIGHT CRITICAL-HISTORICAL PEDAGOGY REHABILITATE TRADITIONAL TEACHING METHODS? |
title_sort |
KNOWLEDGE TRANSMISSION IN DEBATE: MIGHT CRITICAL-HISTORICAL PEDAGOGY REHABILITATE TRADITIONAL TEACHING METHODS? |
author |
CAMPREGHER PASQUALINI, JULIANA |
author_facet |
CAMPREGHER PASQUALINI, JULIANA NICOLA LAVOURA, TIAGO |
author_role |
author |
author2 |
NICOLA LAVOURA, TIAGO |
author2_role |
author |
dc.contributor.author.fl_str_mv |
CAMPREGHER PASQUALINI, JULIANA NICOLA LAVOURA, TIAGO |
dc.subject.por.fl_str_mv |
Educação escolar Teoria pedagógica Transmissão de conhecimentos Pedagogia histórico-crítica School education Pedagogical theory Knowledge transmission Critical-historical pedagogy Educación escolar Teoría pedagógica Método Transmisión de conocimientos Pedagogía histórico-crítica |
topic |
Educação escolar Teoria pedagógica Transmissão de conhecimentos Pedagogia histórico-crítica School education Pedagogical theory Knowledge transmission Critical-historical pedagogy Educación escolar Teoría pedagógica Método Transmisión de conocimientos Pedagogía histórico-crítica |
description |
The article seeks to contribute to the debate regarding the defense of the transmission ofthe scientific, artistic and philosophical knowledge claimed by historical-critical pedagogy in the currentpolitical-cultural context of obscurantism and attacks on reason. Based on theoretical-conceptual investigation of bibliographic nature, it explores the differences between the critical-historicalproposition and traditional teaching methods, arguing that the divergences with non-directivepedagogies do not grant a rehabilitation of traditional pedagogy, marked by the prevalence of inductivemethod, by verbalism and by the a-critical apprehension of the relationship between school and society.It is concluded that critical-historical pedagogy preserves the principle of the transmission ofknowledge for every student, but, once it is based on another conception of knowledge, it is carried outfrom another method and subordinates itself to a different purpose, that principle is requalified,pursuing praxis. Finally, the understanding of the transmission of knowledge as a principle ofontological - and not didactic or operational – nature within the educational process is postulated. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-10-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer reviewed Revisado por pares Avaliado por Pares texto |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/edrevista/article/view/38031 |
url |
https://periodicos.ufmg.br/index.php/edrevista/article/view/38031 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/edrevista/article/view/38031/29619 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Educação em Revista |
publisher.none.fl_str_mv |
Educação em Revista |
dc.source.none.fl_str_mv |
Educação em Revista ; v. 36 n. 1 (2020): v.36 (2020) 1982-6621 0102-4698 reponame:Educação em Revista instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Educação em Revista |
collection |
Educação em Revista |
repository.name.fl_str_mv |
Educação em Revista - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
||sergiocirino99@yahoo.com|| revista@fae.ufmg.br |
_version_ |
1799711123805569024 |