An analysis about educational philosophies
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Data de Publicação: | 2021 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/13519 |
Resumo: | The approached content has as its main foundation to analyze an educational philosophy, especially with regard to philosophical approaches. In this perspective, this article, through exploratory research, of a qualitative nature, deductive method, collection of bibliographic data, proceeded in order to carry out an analysis about the educational philosophical lines currently adopted by teachers with the styles of effective teaching in the daily life of the school. classroom. Nevertheless, they were imputed to the criteria adopted by the “Evaluation of Philosophical Preferences”, which was developed by Wiles and Bondi (2007) and adapted by Doğanay and Sari (2003), categorizing into five educational philosophies, being perennialism, idealism, realism, experimentalism and existentialism. Finally, in view of the exposed problem, it was sought to elucidate the need for continuity of philosophical study, based on social promotion and social well-being, to outline mechanisms capable of preserving and guaranteeing the fundamental right to education, in view of the substantial disadvantages harmed to the Democratic State of Law for non-observance of this guarantee. |
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An analysis about educational philosophiesUn análisis sobre filosofías educativasUma análise acerca das filosofias educacionaisFilosofía educativaEnfoques filosóficosEducación.Educational philosophyPhilosophical approachesEducation.Filosofia educacionalAbordagens filosóficasEducação.The approached content has as its main foundation to analyze an educational philosophy, especially with regard to philosophical approaches. In this perspective, this article, through exploratory research, of a qualitative nature, deductive method, collection of bibliographic data, proceeded in order to carry out an analysis about the educational philosophical lines currently adopted by teachers with the styles of effective teaching in the daily life of the school. classroom. Nevertheless, they were imputed to the criteria adopted by the “Evaluation of Philosophical Preferences”, which was developed by Wiles and Bondi (2007) and adapted by Doğanay and Sari (2003), categorizing into five educational philosophies, being perennialism, idealism, realism, experimentalism and existentialism. Finally, in view of the exposed problem, it was sought to elucidate the need for continuity of philosophical study, based on social promotion and social well-being, to outline mechanisms capable of preserving and guaranteeing the fundamental right to education, in view of the substantial disadvantages harmed to the Democratic State of Law for non-observance of this guarantee.El contenido abordado tiene como fundamento principal el análisis de una filosofía educativa, especialmente en lo que se refiere a enfoques filosóficos. En esta perspectiva, este artículo, a través de una investigación exploratoria, de carácter cualitativo, método deductivo, recolección de datos bibliográficos, se procedió a realizar un análisis sobre las líneas filosóficas educativas que actualmente adoptan los docentes con los estilos de enseñanza efectiva en el día a día. vida de la escuela. aula. Sin embargo, fueron imputados a los criterios adoptados por la “Evaluación de Preferencias Filosóficas”, que fue desarrollada por Wiles y Bondi (2007) y adaptada por Doğanay y Sari (2003), categorizándolas en cinco filosofías educativas, siendo perennialismo, idealismo, realismo, experimentalismo y existencialismo. Finalmente, ante la problemática expuesta, se buscó dilucidar la necesidad de una continuidad del estudio filosófico, basado en la promoción social y el bienestar social, para delinear mecanismos capaces de preservar y garantizar el derecho fundamental a la educación, en vista de la desventajas sustanciales perjudicadas al Estado Democrático de Derecho por el incumplimiento de esta garantía.O conteúdo abordado tem como fundamento precípuo analisar a filosofia educacional, sobretudo no que diz respeito às abordagens filosóficas. Nessa perspectiva, este artigo, através da pesquisa exploratória, de natureza qualitativa, método dedutivo, coleta de dado bibliográfica, procedeu-se de modo a realizar uma análise acerca das linhas filosóficas educacionais adotas atualmente pelos docentes com os estilos de ensino empregado no cotidiano da sala de aula. Não obstante, foram abordados os critérios adotados pela “PhilosophicalPreferences Assessment”, que foi desenvolvida por Wiles e Bondi (2007) e adaptada por Doğanay e Sari (2003), categorizando em cinco filosofias educacionais, sendo perenismo, idealismo, realismo, experimentalismo e existencialismo. Por fim, diante da problemática exposta, buscou-se elucidar a necessidade da continuidade do estudo filosófico, pautado na promoção social e bem-estar social, traçar mecanismos capazes de preservar e garantir o direito fundamental à educação, tendo em vista os incômodos substanciais causados ao Estado Democrático de Direito pela não observância dessa garantia.Research, Society and Development2021-05-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1351910.33448/rsd-v10i6.13519Research, Society and Development; Vol. 10 No. 6; e22510613519Research, Society and Development; Vol. 10 Núm. 6; e22510613519Research, Society and Development; v. 10 n. 6; e225106135192525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/13519/14041Copyright (c) 2021 José Cândido da Silva Nóbrega; Mônica Barbosa de Sousa Freitas; Francisco das Chagas Bezerra Neto; Wesley Queiroz Peixoto; José Marcolino Neto; João Paulo Borges de Queirozhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessNóbrega, José Cândido da SilvaFreitas, Mônica Barbosa de Sousa Bezerra Neto, Francisco das ChagasPeixoto, Wesley Queiroz Marcolino Neto, José Queiroz, João Paulo Borges de 2021-06-10T22:51:46Zoai:ojs.pkp.sfu.ca:article/13519Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:34:50.500837Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
An analysis about educational philosophies Un análisis sobre filosofías educativas Uma análise acerca das filosofias educacionais |
title |
An analysis about educational philosophies |
spellingShingle |
An analysis about educational philosophies Nóbrega, José Cândido da Silva Filosofía educativa Enfoques filosóficos Educación. Educational philosophy Philosophical approaches Education. Filosofia educacional Abordagens filosóficas Educação. |
title_short |
An analysis about educational philosophies |
title_full |
An analysis about educational philosophies |
title_fullStr |
An analysis about educational philosophies |
title_full_unstemmed |
An analysis about educational philosophies |
title_sort |
An analysis about educational philosophies |
author |
Nóbrega, José Cândido da Silva |
author_facet |
Nóbrega, José Cândido da Silva Freitas, Mônica Barbosa de Sousa Bezerra Neto, Francisco das Chagas Peixoto, Wesley Queiroz Marcolino Neto, José Queiroz, João Paulo Borges de |
author_role |
author |
author2 |
Freitas, Mônica Barbosa de Sousa Bezerra Neto, Francisco das Chagas Peixoto, Wesley Queiroz Marcolino Neto, José Queiroz, João Paulo Borges de |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Nóbrega, José Cândido da Silva Freitas, Mônica Barbosa de Sousa Bezerra Neto, Francisco das Chagas Peixoto, Wesley Queiroz Marcolino Neto, José Queiroz, João Paulo Borges de |
dc.subject.por.fl_str_mv |
Filosofía educativa Enfoques filosóficos Educación. Educational philosophy Philosophical approaches Education. Filosofia educacional Abordagens filosóficas Educação. |
topic |
Filosofía educativa Enfoques filosóficos Educación. Educational philosophy Philosophical approaches Education. Filosofia educacional Abordagens filosóficas Educação. |
description |
The approached content has as its main foundation to analyze an educational philosophy, especially with regard to philosophical approaches. In this perspective, this article, through exploratory research, of a qualitative nature, deductive method, collection of bibliographic data, proceeded in order to carry out an analysis about the educational philosophical lines currently adopted by teachers with the styles of effective teaching in the daily life of the school. classroom. Nevertheless, they were imputed to the criteria adopted by the “Evaluation of Philosophical Preferences”, which was developed by Wiles and Bondi (2007) and adapted by Doğanay and Sari (2003), categorizing into five educational philosophies, being perennialism, idealism, realism, experimentalism and existentialism. Finally, in view of the exposed problem, it was sought to elucidate the need for continuity of philosophical study, based on social promotion and social well-being, to outline mechanisms capable of preserving and guaranteeing the fundamental right to education, in view of the substantial disadvantages harmed to the Democratic State of Law for non-observance of this guarantee. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-05-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/13519 10.33448/rsd-v10i6.13519 |
url |
https://rsdjournal.org/index.php/rsd/article/view/13519 |
identifier_str_mv |
10.33448/rsd-v10i6.13519 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/13519/14041 |
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 |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 6; e22510613519 Research, Society and Development; Vol. 10 Núm. 6; e22510613519 Research, Society and Development; v. 10 n. 6; e22510613519 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052746950508544 |