The philosophy of education as problematizing and reflective in teacher education

Detalhes bibliográficos
Autor(a) principal: Bezerra, Leonardo Mendes
Data de Publicação: 2019
Outros Autores: Carvalho, Ana Cristina Teixeira de Brito, Maldaner, Laíra de Cássia Barros Ferreira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/612
Resumo: This article aims to analyze the perception of graduates of the course of Letters of the State University of Maranhão, Campus Balsas, about the curricular component "Philosophy of Education" in teacher education. The conception of the relations between the thinking and the pedagogical doing in the Philosophy of Education classes can be a differential in the teacher formation. Methodologically, analytical and explanatory research was used with the aid of questionnaires. The public was selected by the random sample, especially those who worked in basic education. The analysis of quantitative and qualitative content summarized the main categories revealed in the research, namely: 1. Philosophy of Education: problematization and reflection on educational issues; 2. Critical-reflective educational thinking in the philosophical aspect; 3. The constitution of human values in the formation of the citizen. In view of this, it was found that the discipline provided the graduates with subsidies for problematizing, reflexive and critical actions on pedagogical issues in a radical, rigorous and joint manner, according to the precepts proposed by Saviani.
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spelling The philosophy of education as problematizing and reflective in teacher educationLa filosofía de la educación como problematizadora y reflexiva en la formación docenteA filosofia da educação como problematizadora e reflexiva na formação docenteEducação reflexiva. Valores humanos. Axiologia.Educación reflexiva. Valores humanos. Axiología.Reflective education. Humans values. Axiology.This article aims to analyze the perception of graduates of the course of Letters of the State University of Maranhão, Campus Balsas, about the curricular component "Philosophy of Education" in teacher education. The conception of the relations between the thinking and the pedagogical doing in the Philosophy of Education classes can be a differential in the teacher formation. Methodologically, analytical and explanatory research was used with the aid of questionnaires. The public was selected by the random sample, especially those who worked in basic education. The analysis of quantitative and qualitative content summarized the main categories revealed in the research, namely: 1. Philosophy of Education: problematization and reflection on educational issues; 2. Critical-reflective educational thinking in the philosophical aspect; 3. The constitution of human values in the formation of the citizen. In view of this, it was found that the discipline provided the graduates with subsidies for problematizing, reflexive and critical actions on pedagogical issues in a radical, rigorous and joint manner, according to the precepts proposed by Saviani.Este artículo objetivó analizar la percepción de los egresados del curso de Letras de la Universidad Estatal de Maranhão, Campus Balsas, sobre el componente curricular "Filosofía de la Educación" en la formación docente. La concepción de las relaciones entre el pensar y el hacer pedagógico en las clases de Filosofía de la Educación puede ser un diferencial en la formación docente. Metodológicamente, se utilizó la investigación analítica y explicativa con ayuda de la aplicación de cuestionarios. El público fue seleccionado por la muestra aleatoria, siendo incluidos especialmente aquellos que actuaban en la educación básica. El análisis de contenido cuantitativo y cualitativo sintetizó las principales categorías reveladas en la investigación, a saber: 1. Filosofía de la Educación: problematización y reflexión sobre las cuestiones educativas; 2. Pensamiento crítico-reflexivo educativo en el aspecto filosófico; 3. La constitución de los valores humanos en la formación del ciudadano. En este sentido, se constató que la disciplina proporcionó a los egresados subsidios para las acciones problematizadoras, reflexivas y críticas sobre las cuestiones pedagógicas de modo radical, riguroso y de conjunto, conforme a los preceptos propalados por Saviani.Este artigo objetivou analisar a percepção dos egressos do curso de Letras da Universidade Estadual do Maranhão, Campus Balsas, sobre o componente curricular "Filosofia da Educação" na formação docente. A concepção das relações entre o pensar e o fazer pedagógico nas aulas de Filosofia da Educação pode ser um diferencial na formação docente. Metodologicamente, utilizou-se a pesquisa analítica e explicativa com auxílio da aplicação de questionários. O público foi selecionado pela amostra aleatória, sendo incluídos especialmente aqueles que atuavam na educação básica. A análise de conteúdo quantitativa e qualitativa sintetizou as principais categorias reveladas na pesquisa, a saber: 1. Filosofia da Educação: problematização e reflexão sobre as questões educacionais; 2. Pensamento crítico-reflexivo educacional no aspecto filosófico; 3. A constituição dos valores humanos na formação do cidadão.  Diante disso, constatou-se que a disciplina proporcionou aos egressos subsídios para as ações problematizadoras, reflexivas e críticas sobre as questões pedagógicas de modo radical, rigorosa e de conjunto, conforme os preceitos propalados por Saviani.Research, Society and Development2019-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/61210.33448/rsd-v8i2.612Research, Society and Development; Vol. 8 No. 2; e1782612Research, Society and Development; Vol. 8 Núm. 2; e1782612Research, Society and Development; v. 8 n. 2; e17826122525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/612/631Copyright (c) 2018 Leonardo Mendes Bezerrainfo:eu-repo/semantics/openAccessBezerra, Leonardo MendesCarvalho, Ana Cristina Teixeira de BritoMaldaner, Laíra de Cássia Barros Ferreira2020-03-25T16:07:07Zoai:ojs.pkp.sfu.ca:article/612Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:26:01.213195Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv The philosophy of education as problematizing and reflective in teacher education
La filosofía de la educación como problematizadora y reflexiva en la formación docente
A filosofia da educação como problematizadora e reflexiva na formação docente
title The philosophy of education as problematizing and reflective in teacher education
spellingShingle The philosophy of education as problematizing and reflective in teacher education
Bezerra, Leonardo Mendes
Educação reflexiva. Valores humanos. Axiologia.
Educación reflexiva. Valores humanos. Axiología.
Reflective education. Humans values. Axiology.
title_short The philosophy of education as problematizing and reflective in teacher education
title_full The philosophy of education as problematizing and reflective in teacher education
title_fullStr The philosophy of education as problematizing and reflective in teacher education
title_full_unstemmed The philosophy of education as problematizing and reflective in teacher education
title_sort The philosophy of education as problematizing and reflective in teacher education
author Bezerra, Leonardo Mendes
author_facet Bezerra, Leonardo Mendes
Carvalho, Ana Cristina Teixeira de Brito
Maldaner, Laíra de Cássia Barros Ferreira
author_role author
author2 Carvalho, Ana Cristina Teixeira de Brito
Maldaner, Laíra de Cássia Barros Ferreira
author2_role author
author
dc.contributor.author.fl_str_mv Bezerra, Leonardo Mendes
Carvalho, Ana Cristina Teixeira de Brito
Maldaner, Laíra de Cássia Barros Ferreira
dc.subject.por.fl_str_mv Educação reflexiva. Valores humanos. Axiologia.
Educación reflexiva. Valores humanos. Axiología.
Reflective education. Humans values. Axiology.
topic Educação reflexiva. Valores humanos. Axiologia.
Educación reflexiva. Valores humanos. Axiología.
Reflective education. Humans values. Axiology.
description This article aims to analyze the perception of graduates of the course of Letters of the State University of Maranhão, Campus Balsas, about the curricular component "Philosophy of Education" in teacher education. The conception of the relations between the thinking and the pedagogical doing in the Philosophy of Education classes can be a differential in the teacher formation. Methodologically, analytical and explanatory research was used with the aid of questionnaires. The public was selected by the random sample, especially those who worked in basic education. The analysis of quantitative and qualitative content summarized the main categories revealed in the research, namely: 1. Philosophy of Education: problematization and reflection on educational issues; 2. Critical-reflective educational thinking in the philosophical aspect; 3. The constitution of human values in the formation of the citizen. In view of this, it was found that the discipline provided the graduates with subsidies for problematizing, reflexive and critical actions on pedagogical issues in a radical, rigorous and joint manner, according to the precepts proposed by Saviani.
publishDate 2019
dc.date.none.fl_str_mv 2019-01-01
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/612
10.33448/rsd-v8i2.612
url https://rsdjournal.org/index.php/rsd/article/view/612
identifier_str_mv 10.33448/rsd-v8i2.612
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/612/631
dc.rights.driver.fl_str_mv Copyright (c) 2018 Leonardo Mendes Bezerra
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Leonardo Mendes Bezerra
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. 8 No. 2; e1782612
Research, Society and Development; Vol. 8 Núm. 2; e1782612
Research, Society and Development; v. 8 n. 2; e1782612
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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