A mente perdida na educação
Autor(a) principal: | |
---|---|
Data de Publicação: | 2011 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/880 |
Resumo: | The work proposed here seeks some of the philosophical origins of teacher training. More specifically, we sought to examine the philosophical construct of 'mind' and understand how this concept is materialized in the educational level. The central hypothesis of this paper is that the indiscriminate use of the concept is linked to cartesianism. The analysis proposed here seeks to promote the interaction between wisdom from different fields of knowledge such as philosophy, psychology and education. Contemporary models of dualism are addressed, and also the materialistic prospects of the mind. Then we work towards the deconstruction of the mind through different authors who contribute in this sense. In this excerpt from the study we deal with the theoretical proposals of Ludwig Wittgenstein (1889-1951), Richard Rorty (1931-2007) and B. F Skinner (1904-1990). The proposal to approach the subject is through conduction of semi-structured interviews, where professors working in the areas of education and degree course at Universidade Federal de Mato Grosso (UFMT) were chosen. Topics covered in accordance with the previously prepared outline were: a) homogeneity and conceptual rigor in the use of mental character in terms of teacher training; b) linkage of pedagogical theories to formal theories of the mind; c) the consequences of (non) linkage with mind theories and how mental concepts are treated and (not) addressed d) consideration of an anti-mentalist model for education. It has become apparent during the interviews the degree to which the theme goes unnoticed in teacher training. Some of the causes and consequences of the absence of debate and conceptual training were presented by the interviewed educators in the following manner: teaching practice built as 'alphabet soup'; lack of scientific rigor in teachers' education; pure and simple adoption of common sense knowledge, with no epistemological debate; questioning of the supposedly indisputable relationship between 'theory and practice'; greater urgency for discussions and other practical aspects of teacher training in Latin America. We conclude that what is expected is that the adherence to any pedagogical theory, regardless of its mentalist character, be accompanied by an extensive discussion on its foundations and principles, precisely so there are no risks of building a practice based on common experience and divest yourself of a solid conceptual training, which may result from the lack of an epistemological debate about the fundamentals with which to work throughout the training. |
id |
UFMT_71f45d24d91156b5fd09c8d01e331245 |
---|---|
oai_identifier_str |
oai:localhost:1/880 |
network_acronym_str |
UFMT |
network_name_str |
Repositório Institucional da UFMT |
repository_id_str |
|
spelling |
A mente perdida na educaçãoMenteAntimentalismoFormação do educadorCNPQ::CIENCIAS HUMANAS::EDUCACAOMindAnti-mentalismTraining of educatorsThe work proposed here seeks some of the philosophical origins of teacher training. More specifically, we sought to examine the philosophical construct of 'mind' and understand how this concept is materialized in the educational level. The central hypothesis of this paper is that the indiscriminate use of the concept is linked to cartesianism. The analysis proposed here seeks to promote the interaction between wisdom from different fields of knowledge such as philosophy, psychology and education. Contemporary models of dualism are addressed, and also the materialistic prospects of the mind. Then we work towards the deconstruction of the mind through different authors who contribute in this sense. In this excerpt from the study we deal with the theoretical proposals of Ludwig Wittgenstein (1889-1951), Richard Rorty (1931-2007) and B. F Skinner (1904-1990). The proposal to approach the subject is through conduction of semi-structured interviews, where professors working in the areas of education and degree course at Universidade Federal de Mato Grosso (UFMT) were chosen. Topics covered in accordance with the previously prepared outline were: a) homogeneity and conceptual rigor in the use of mental character in terms of teacher training; b) linkage of pedagogical theories to formal theories of the mind; c) the consequences of (non) linkage with mind theories and how mental concepts are treated and (not) addressed d) consideration of an anti-mentalist model for education. It has become apparent during the interviews the degree to which the theme goes unnoticed in teacher training. Some of the causes and consequences of the absence of debate and conceptual training were presented by the interviewed educators in the following manner: teaching practice built as 'alphabet soup'; lack of scientific rigor in teachers' education; pure and simple adoption of common sense knowledge, with no epistemological debate; questioning of the supposedly indisputable relationship between 'theory and practice'; greater urgency for discussions and other practical aspects of teacher training in Latin America. We conclude that what is expected is that the adherence to any pedagogical theory, regardless of its mentalist character, be accompanied by an extensive discussion on its foundations and principles, precisely so there are no risks of building a practice based on common experience and divest yourself of a solid conceptual training, which may result from the lack of an epistemological debate about the fundamentals with which to work throughout the training.O trabalho aqui proposto busca algumas das origens filosóficas da formação de educadores. Mais especificamente, buscou examinar a construção filosófica da ‗mente‘ e compreender o modo como este conceito se concretiza no plano educacional. A hipótese central deste trabalho é que o uso indiscriminado do conceito remete ao cartesianismo. A análise aqui proposta busca promover a interação entre saberes de diferentes áreas do conhecimento, como a filosofia, a psicologia e a educação. São abordados modelos contemporâneos de dualismo e também as perspectivas materialistas da mente. Em seguida opera-se no sentido da desconstrução da mente, passando por diferentes autores que contribuem nesta direção. Nesse trecho do presente estudo são abordadas as propostas teóricas de Ludwig Wittgenstein (1889-1951), Richard Rorty (1931-2007) e B. F Skinner (1904-1990). A proposta utilizada para abordar o tema é a da realização de entrevistas semiestruturadas, para as quais foram escolhidos professores atuantes nas áreas de pedagogia e licenciatura, docentes na Universidade Federal de Mato Grosso – UFMT. Os temas abordados de acordo com o roteiro previamente elaborado foram: a) homogeneidade e rigor conceitual no uso de termos de caráter mental na formação de professores; b) vinculação das teorias pedagógicas às teorias formais da mente; c) consequências da (não) vinculação às teorias da mente e do modo como os conceitos mentais são tratados e (não) abordados; d) considerações sobre um modelo antimentalista para à Educação. Ficou evidente ao longo das entrevistas o modo como o referido tema passa despercebido na formação de professores. Algumas das causas e consequências da ausência deste debate e formação conceitual foram apresentadas pelos educadores entrevistados da seguinte forma: prática pedagógica construída como ‗sopa de letrinhas‘; falta de rigor científico na formação do educador; adesão pura e simples ao conhecimento do senso comum, com ausência de debate epistemológico; questionamento acerca da supostamente indiscutível relação entre ‗teoria e prática‘; maior urgência de outros debates e aspectos práticos na formação do educador latino-americano. Conclui-se que aquilo que se espera é que à adesão a qualquer teoria pedagógica, tenha ela caráter mentalista ou não, seja acompanhada por uma discussão vasta sobre suas bases e princípios, exatamente para que não se corra o risco das construções de uma prática baseada na experiência comum e que se desvincule de uma formação conceitual sólida, algo que pode decorrer da falta de um debate epistemológico acerca dos fundamentos com os quais se trabalha ao longo da formação.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoMonteiro, Silas Borgeshttp://lattes.cnpq.br/1235153651563231Rangel, Paula Carvalho Natalino859.371.181-20http://lattes.cnpq.br/3268328621076604Freire, Roberto de Barros012.192.968-05http://lattes.cnpq.br/6937203818091322028.944.928-63Monteiro, Silas Borges028.944.928-63http://lattes.cnpq.br/1235153651563231Molina, Renato Almeida2019-02-27T16:18:14Z2012-03-232019-02-27T16:18:14Z2011-03-20info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMOLINA, Renato Almeida. A mente perdida na educação. 2011. 123 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2011.http://ri.ufmt.br/handle/1/880porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2019-02-28T07:08:41Zoai:localhost:1/880Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2019-02-28T07:08:41Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
A mente perdida na educação |
title |
A mente perdida na educação |
spellingShingle |
A mente perdida na educação Molina, Renato Almeida Mente Antimentalismo Formação do educador CNPQ::CIENCIAS HUMANAS::EDUCACAO Mind Anti-mentalism Training of educators |
title_short |
A mente perdida na educação |
title_full |
A mente perdida na educação |
title_fullStr |
A mente perdida na educação |
title_full_unstemmed |
A mente perdida na educação |
title_sort |
A mente perdida na educação |
author |
Molina, Renato Almeida |
author_facet |
Molina, Renato Almeida |
author_role |
author |
dc.contributor.none.fl_str_mv |
Monteiro, Silas Borges http://lattes.cnpq.br/1235153651563231 Rangel, Paula Carvalho Natalino 859.371.181-20 http://lattes.cnpq.br/3268328621076604 Freire, Roberto de Barros 012.192.968-05 http://lattes.cnpq.br/6937203818091322 028.944.928-63 Monteiro, Silas Borges 028.944.928-63 http://lattes.cnpq.br/1235153651563231 |
dc.contributor.author.fl_str_mv |
Molina, Renato Almeida |
dc.subject.por.fl_str_mv |
Mente Antimentalismo Formação do educador CNPQ::CIENCIAS HUMANAS::EDUCACAO Mind Anti-mentalism Training of educators |
topic |
Mente Antimentalismo Formação do educador CNPQ::CIENCIAS HUMANAS::EDUCACAO Mind Anti-mentalism Training of educators |
description |
The work proposed here seeks some of the philosophical origins of teacher training. More specifically, we sought to examine the philosophical construct of 'mind' and understand how this concept is materialized in the educational level. The central hypothesis of this paper is that the indiscriminate use of the concept is linked to cartesianism. The analysis proposed here seeks to promote the interaction between wisdom from different fields of knowledge such as philosophy, psychology and education. Contemporary models of dualism are addressed, and also the materialistic prospects of the mind. Then we work towards the deconstruction of the mind through different authors who contribute in this sense. In this excerpt from the study we deal with the theoretical proposals of Ludwig Wittgenstein (1889-1951), Richard Rorty (1931-2007) and B. F Skinner (1904-1990). The proposal to approach the subject is through conduction of semi-structured interviews, where professors working in the areas of education and degree course at Universidade Federal de Mato Grosso (UFMT) were chosen. Topics covered in accordance with the previously prepared outline were: a) homogeneity and conceptual rigor in the use of mental character in terms of teacher training; b) linkage of pedagogical theories to formal theories of the mind; c) the consequences of (non) linkage with mind theories and how mental concepts are treated and (not) addressed d) consideration of an anti-mentalist model for education. It has become apparent during the interviews the degree to which the theme goes unnoticed in teacher training. Some of the causes and consequences of the absence of debate and conceptual training were presented by the interviewed educators in the following manner: teaching practice built as 'alphabet soup'; lack of scientific rigor in teachers' education; pure and simple adoption of common sense knowledge, with no epistemological debate; questioning of the supposedly indisputable relationship between 'theory and practice'; greater urgency for discussions and other practical aspects of teacher training in Latin America. We conclude that what is expected is that the adherence to any pedagogical theory, regardless of its mentalist character, be accompanied by an extensive discussion on its foundations and principles, precisely so there are no risks of building a practice based on common experience and divest yourself of a solid conceptual training, which may result from the lack of an epistemological debate about the fundamentals with which to work throughout the training. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-03-20 2012-03-23 2019-02-27T16:18:14Z 2019-02-27T16:18:14Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
MOLINA, Renato Almeida. A mente perdida na educação. 2011. 123 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2011. http://ri.ufmt.br/handle/1/880 |
identifier_str_mv |
MOLINA, Renato Almeida. A mente perdida na educação. 2011. 123 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2011. |
url |
http://ri.ufmt.br/handle/1/880 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
instname_str |
Universidade Federal de Mato Grosso (UFMT) |
instacron_str |
UFMT |
institution |
UFMT |
reponame_str |
Repositório Institucional da UFMT |
collection |
Repositório Institucional da UFMT |
repository.name.fl_str_mv |
Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
jordanbiblio@gmail.com |
_version_ |
1804648493184188416 |