Johann Friedrich Herbart: uma análise histórica de sua concepção de educação
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/5430 |
Resumo: | This master's thesis in Education analyzes Johann Friedrich Herbart's conception of education to unveil his pedagogical theory in the historical process. Of a bibliographical nature, this research adopted the hermeneutic procedure of reading and interpreting texts to support the analysis. In this aspect, it was sought to interpret the author's texts, following his reasoning in the way of dialoguing with his production, as well as, it was supported by some interpreters of his thought and history. In this way, the research aimed to understand part of Herbart's educational thought, from his point of view and position regarding the possibility of education acting in social history. The dissertation is organized under three specific objectives that guide its sections. The first one, in the second section, verifies how Herbart's Pedagogy was inserted and received in the history of Brazilian education. In the third section, another objective was to present some aspects of his life and work and to identify the theoretical influences present in the constitution of Herbart's pedagogical thought. Finally, in the fourth section, a panoramic view of his pedagogical categories is presented, to capture how he translated his educational principles into pedagogical steps. Under a historical analysis, the researchers concluded that Herbart, inserted in a historical context of political, social, and educational tensions, was able to understand the changes and to think of education as an important social element for the new constitutive arrangements of a society in transition. In his time, he was an innovative theorist who knew how to implement the contributions of Psychology and Philosophy (Ethics) in the systematization of his Pedagogy, worrying about the means and the ends of education. Herbart saw school education as a possibility to contribute to the development of each individual, giving him a new behavior and a new ethic. For this theorist, ethics is the end of education. |
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Favoreto, Aparecidahttp://lattes.cnpq.br/3103506424875004Favoreto, Aparecidahttp://lattes.cnpq.br/3103506424875004Dalbosco, Claudio Almirhttp://lattes.cnpq.br/1671875455751185Garcia, Ronaldo Aurélio Gimeneshttp://lattes.cnpq.br/9007404555091852Figueiredo , Ireni Marilene Zagohttp://lattes.cnpq.br/0727859600733159http://lattes.cnpq.br/1647284263922077Morais, Geise Kelly Alves de2021-06-21T11:33:18Z2021-02-23MORAIS, Geise Kelly Alves de. Johann Friedrich Herbart: uma análise histórica de sua concepção de educação. 2021. 113 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel - PR.http://tede.unioeste.br/handle/tede/5430This master's thesis in Education analyzes Johann Friedrich Herbart's conception of education to unveil his pedagogical theory in the historical process. Of a bibliographical nature, this research adopted the hermeneutic procedure of reading and interpreting texts to support the analysis. In this aspect, it was sought to interpret the author's texts, following his reasoning in the way of dialoguing with his production, as well as, it was supported by some interpreters of his thought and history. In this way, the research aimed to understand part of Herbart's educational thought, from his point of view and position regarding the possibility of education acting in social history. The dissertation is organized under three specific objectives that guide its sections. The first one, in the second section, verifies how Herbart's Pedagogy was inserted and received in the history of Brazilian education. In the third section, another objective was to present some aspects of his life and work and to identify the theoretical influences present in the constitution of Herbart's pedagogical thought. Finally, in the fourth section, a panoramic view of his pedagogical categories is presented, to capture how he translated his educational principles into pedagogical steps. Under a historical analysis, the researchers concluded that Herbart, inserted in a historical context of political, social, and educational tensions, was able to understand the changes and to think of education as an important social element for the new constitutive arrangements of a society in transition. In his time, he was an innovative theorist who knew how to implement the contributions of Psychology and Philosophy (Ethics) in the systematization of his Pedagogy, worrying about the means and the ends of education. Herbart saw school education as a possibility to contribute to the development of each individual, giving him a new behavior and a new ethic. For this theorist, ethics is the end of education.Esta dissertação em Educação analisa a concepção de educação de Johann Friedrich Herbart no intuito de desvelar a sua teoria pedagógica no processo histórico. De natureza bibliográfica, esta pesquisa adotou o procedimento hermenêutico de leitura e de interpretação de textos para o subsídio das análises. Nesse aspecto, buscou-se interpretar os textos do autor, seguindo seu raciocínio na forma de dialogar com sua produção, bem como se apoiou em alguns intérpretes de seu pensamento e da história. Dessa forma, a pesquisa objetivou compreender uma parte do pensamento educacional de Herbart, a partir da sua ótica e posicionamento mediante à possibilidade da educação atuar na história social. A dissertação está organizada sob três objetivos específicos que orientam suas seções. O primeiro, na segunda seção, verifica como a Pedagogia de Herbart foi inserida e recepcionada na história da educação brasileira. Na terceira seção, outro objetivo abordado foi apresentar alguns aspectos de sua vida e obra e identificar as influências teóricas presentes na constituição do pensamento pedagógico de Herbart. Por fim, na quarta seção, é apresentada uma visão panorâmica de suas categorias pedagógicas, no intuito de captar como ele traduziu seus princípios educativos em passos pedagógicos. Sob uma análise histórica, a pesquisa concluiu que Herbart, inserido em um contexto histórico de tensões políticas, sociais e educacionais, soube compreender as mudanças e pensar a educação como um elemento social importante para os novos arranjos constitutivos de uma sociedade em transição. Em sua época, foi um teórico inovador que soube implementar as contribuições da Psicologia e da Filosofia (Ética) na sistematização de sua Pedagogia, preocupando-se com os meios e os fins da educação. Herbart encarou a educação escolar como possibilidade de contribuir no desenvolvimento de cada indivíduo, imputando-lhe um novo comportamento e uma nova ética. Para esse teórico, a eticidade é o fim da educação.Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2021-06-21T11:33:18Z No. of bitstreams: 2 Geise_Morais2021.pdf: 1256908 bytes, checksum: 7e88efb57d1d443754e0c16262757cea (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2021-06-21T11:33:18Z (GMT). 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dc.title.por.fl_str_mv |
Johann Friedrich Herbart: uma análise histórica de sua concepção de educação |
dc.title.alternative.eng.fl_str_mv |
Johann Friedrich Herbart: a historical analysis of his conception of education |
title |
Johann Friedrich Herbart: uma análise histórica de sua concepção de educação |
spellingShingle |
Johann Friedrich Herbart: uma análise histórica de sua concepção de educação Morais, Geise Kelly Alves de Pedagogia de Herbart História da Educação Concepção de educação Instrução educativa Ética Herbart Pedagogy Conception of education Educational Instruction Ethic Sociedade, Estado e Educação |
title_short |
Johann Friedrich Herbart: uma análise histórica de sua concepção de educação |
title_full |
Johann Friedrich Herbart: uma análise histórica de sua concepção de educação |
title_fullStr |
Johann Friedrich Herbart: uma análise histórica de sua concepção de educação |
title_full_unstemmed |
Johann Friedrich Herbart: uma análise histórica de sua concepção de educação |
title_sort |
Johann Friedrich Herbart: uma análise histórica de sua concepção de educação |
author |
Morais, Geise Kelly Alves de |
author_facet |
Morais, Geise Kelly Alves de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Favoreto, Aparecida |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3103506424875004 |
dc.contributor.referee1.fl_str_mv |
Favoreto, Aparecida |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3103506424875004 |
dc.contributor.referee2.fl_str_mv |
Dalbosco, Claudio Almir |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1671875455751185 |
dc.contributor.referee3.fl_str_mv |
Garcia, Ronaldo Aurélio Gimenes |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/9007404555091852 |
dc.contributor.referee4.fl_str_mv |
Figueiredo , Ireni Marilene Zago |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/0727859600733159 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1647284263922077 |
dc.contributor.author.fl_str_mv |
Morais, Geise Kelly Alves de |
contributor_str_mv |
Favoreto, Aparecida Favoreto, Aparecida Dalbosco, Claudio Almir Garcia, Ronaldo Aurélio Gimenes Figueiredo , Ireni Marilene Zago |
dc.subject.por.fl_str_mv |
Pedagogia de Herbart História da Educação Concepção de educação Instrução educativa Ética |
topic |
Pedagogia de Herbart História da Educação Concepção de educação Instrução educativa Ética Herbart Pedagogy Conception of education Educational Instruction Ethic Sociedade, Estado e Educação |
dc.subject.eng.fl_str_mv |
Herbart Pedagogy Conception of education Educational Instruction Ethic |
dc.subject.cnpq.fl_str_mv |
Sociedade, Estado e Educação |
description |
This master's thesis in Education analyzes Johann Friedrich Herbart's conception of education to unveil his pedagogical theory in the historical process. Of a bibliographical nature, this research adopted the hermeneutic procedure of reading and interpreting texts to support the analysis. In this aspect, it was sought to interpret the author's texts, following his reasoning in the way of dialoguing with his production, as well as, it was supported by some interpreters of his thought and history. In this way, the research aimed to understand part of Herbart's educational thought, from his point of view and position regarding the possibility of education acting in social history. The dissertation is organized under three specific objectives that guide its sections. The first one, in the second section, verifies how Herbart's Pedagogy was inserted and received in the history of Brazilian education. In the third section, another objective was to present some aspects of his life and work and to identify the theoretical influences present in the constitution of Herbart's pedagogical thought. Finally, in the fourth section, a panoramic view of his pedagogical categories is presented, to capture how he translated his educational principles into pedagogical steps. Under a historical analysis, the researchers concluded that Herbart, inserted in a historical context of political, social, and educational tensions, was able to understand the changes and to think of education as an important social element for the new constitutive arrangements of a society in transition. In his time, he was an innovative theorist who knew how to implement the contributions of Psychology and Philosophy (Ethics) in the systematization of his Pedagogy, worrying about the means and the ends of education. Herbart saw school education as a possibility to contribute to the development of each individual, giving him a new behavior and a new ethic. For this theorist, ethics is the end of education. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-06-21T11:33:18Z |
dc.date.issued.fl_str_mv |
2021-02-23 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
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MORAIS, Geise Kelly Alves de. Johann Friedrich Herbart: uma análise histórica de sua concepção de educação. 2021. 113 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/5430 |
identifier_str_mv |
MORAIS, Geise Kelly Alves de. Johann Friedrich Herbart: uma análise histórica de sua concepção de educação. 2021. 113 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
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http://tede.unioeste.br/handle/tede/5430 |
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Universidade Estadual do Oeste do Paraná Cascavel |
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