Análise do modelo educacional vigente a partir da perspectiva da Teoria de Redes

• Autor(a) principal: Beutler, Dário Lissandro
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)
• Texto Completo: http://tede.upf.br/jspui/handle/tede/1223
• topic: Educação; Avaliação educacional; Computadores e civilização; CIENCIAS HUMANAS::EDUCACAO

This doctoral thesis integrates the research carried out within the scope of the Educational Processes and Language Research Line of the Graduate Program in Education of theUniversity of Passo Fundo and aims to carry out a critical analysis of the Current EducationalModel based on the principles of the Theory of Networks. The history of education demonstrates that the main characteristics of this model arose fundamentally from the old colleges, in the Renaissance period, in the fourteenth to seventeenth centuries. Other characteristics were later added to schools, especially with the emergence of the new mode of production brought about by the Industrial Revolution. On the other hand, in the middle of the twentieth century there are transformations in society and, consequently, in the human being. Of these modifications, one can highlight the invention and the use of computers, digital media and computer networks that marked the emergence of Network Society. This company is focused on the application of information and knowledge using Digital Network Technologies (TDRs), making its economy organized in a real-time network of agent-wide agent connections and the TDRs have formed the basis for all Its dynamics are organized in a network logic. Therefore, the problem of this research is to define the extent to which the current Educational Model can account for the logic of the Network Society. This work constitutes a basic, qualitative and bibliographical research. It is basic because it does not intend to carry out a direct intervention in reality, but rather to provide a discussion so that other researchers can construct new learning processes. The qualitative approach adopted here is to understand in depth educational and social phenomena and to develop new knowledge. It is bibliographical not only because it observes the data contained in the sources but seeks reflection and the proposition of solutions to the questions formulated. Thus, initially was elaborated what was denominated of Current Educational Model that characterizes in general the structure and operation of the schools. In the sequence, the theoretical framework of Network Science was divided into four following principles: organization, communication, time and space, and knowledge. The principle of organization defines that networks function in a distributed and self-organized way and that of communication postulates that we are the result of our connections and interactions. As for time and space, virtualization has altered our space-time perception marked by ubiquity and instantaneity, and the principle of knowledge defines that everything is interrelated, we are moved by meaning and we understand knowledge by the metaphor of hypertext. Finally, the critique was elaborated analyzing each characteristic of the Current Educational Model from the point of view of the principle of the Network Theory to which the characteristic relates. It is concluded that the current Educational Model does not practically develop in the students skills and principles linked to Network Theory and, therefore, it forms a citizen unprepared for the Networking Society. In this sense, this work provides subsidies as a theoretical-conceptual contribution from the network culture for those who seek to rethink the educational processes.