Autonomy and human development in pedagogical situations: a difficult journey
Autor(a) principal: | |
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Data de Publicação: | 1999 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/27819 |
Resumo: | This article discusses the process of structuring the childs autonomy in pedagogical situations. It starts by attempting to distinguish between the concepts of freedom and autonomy, since these are often taken synonymously. It is fundamental to establish this distinction to reveal the non-innate character of the autonomy, a quality of the being that needs structuring. In the interactionist theoretical approach chosen for this discussion the structuring of autonomy is seen as a process that needs to be built between the natural freedom - inherent to human nature - and the self-regulating ability of the child in the face of the needs of her/his equals. This process is considered here as resulting from a dialogue between the childs innate potentials and elements external to his/her self: the culture and the social relations. When such interaction is neither coercive nor lax the necessary conditions would be given to a healthy structuring of the self, that is, the process of human formation understood in its most rigorous sense and full of positiveness. The reflection developed here is rooted in the Humanist pedagogy, especially in the thinking of Rousseau, Rogers, and Dewey. The text concludes with a positive view of the possibilities of constructing autonomy but, within the limits and theoretical boundaries of the work, tries to show that this is a problematical possibility. That would be due to the difficulty of acting and comprehending democratically in a society that is simultaneously conducive and permissive. |
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Autonomy and human development in pedagogical situations: a difficult journey Autonomia e formação humana em situações pedagógicas: um difícil percurso Democratic educationAutonomyHumanist pedagogyHuman natureEducação democráticaAutonomiaPedagogia humanistaNatureza humana This article discusses the process of structuring the childs autonomy in pedagogical situations. It starts by attempting to distinguish between the concepts of freedom and autonomy, since these are often taken synonymously. It is fundamental to establish this distinction to reveal the non-innate character of the autonomy, a quality of the being that needs structuring. In the interactionist theoretical approach chosen for this discussion the structuring of autonomy is seen as a process that needs to be built between the natural freedom - inherent to human nature - and the self-regulating ability of the child in the face of the needs of her/his equals. This process is considered here as resulting from a dialogue between the childs innate potentials and elements external to his/her self: the culture and the social relations. When such interaction is neither coercive nor lax the necessary conditions would be given to a healthy structuring of the self, that is, the process of human formation understood in its most rigorous sense and full of positiveness. The reflection developed here is rooted in the Humanist pedagogy, especially in the thinking of Rousseau, Rogers, and Dewey. The text concludes with a positive view of the possibilities of constructing autonomy but, within the limits and theoretical boundaries of the work, tries to show that this is a problematical possibility. That would be due to the difficulty of acting and comprehending democratically in a society that is simultaneously conducive and permissive. Este artigo desenvolve uma discussão sobre o processo de estruturação da autonomia da criança em situações pedagógicas. Inicia buscando fazer a distinção entre os conceitos de liberdade e autonomia, posto que freqüentemente tomados como sinônimos. Estabelecer esta distinção é fundamental para explicitar o caráter não inato da autonomia, qualidade do ser que precisa de estruturação. Na abordagem teórica escolhida para esta discussão, de caráter interacionista, a estruturação da autonomia é encarada como um processo que precisa ser construído, entre a liberdade natural, inerente à natureza humana, e a capacidade da criança se auto-regular, na relação com as necessidades de seus semelhantes. Este processo é considerado aqui como resultante de um diálogo entre as potencialidades inatas da criança e os elementos externos ao seu eu: a cultura e as relações sociais. Quando esta interação não é coercitiva e nem permissiva, dar-se-iam as condições necessárias para a estruturação saudável do eu, isto é, o processo de formação humana, entendida no sentido mais rigoroso e pleno de positividade. A reflexão desenvolvida é fundamentada na pedagogia humanista, especialmente no pensamento de Rousseau, Rogers e Dewey. O texto conclui com uma visão positiva sobre as possibilidades de construção da autonomia, mas tenta mostrar, dentro dos seus limites e do seu horizonte teórico, que esta é uma possibilidade problemática. Isto se daria pela dificuldade do agir e do compreender democráticos em uma sociedade simultaneamente diretiva e permissiva. Universidade de São Paulo. Faculdade de Educação1999-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2781910.1590/S1517-97021999000200005Educação e Pesquisa; v. 25 n. 2 (1999); 57-68Educação e Pesquisa; Vol. 25 No. 2 (1999); 57-68Educação e Pesquisa; Vol. 25 Núm. 2 (1999); 57-681678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/27819/29591Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessMogilka, Maurício2014-10-24T15:34:52Zoai:revistas.usp.br:article/27819Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:34:52Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Autonomy and human development in pedagogical situations: a difficult journey Autonomia e formação humana em situações pedagógicas: um difícil percurso |
title |
Autonomy and human development in pedagogical situations: a difficult journey |
spellingShingle |
Autonomy and human development in pedagogical situations: a difficult journey Mogilka, Maurício Democratic education Autonomy Humanist pedagogy Human nature Educação democrática Autonomia Pedagogia humanista Natureza humana |
title_short |
Autonomy and human development in pedagogical situations: a difficult journey |
title_full |
Autonomy and human development in pedagogical situations: a difficult journey |
title_fullStr |
Autonomy and human development in pedagogical situations: a difficult journey |
title_full_unstemmed |
Autonomy and human development in pedagogical situations: a difficult journey |
title_sort |
Autonomy and human development in pedagogical situations: a difficult journey |
author |
Mogilka, Maurício |
author_facet |
Mogilka, Maurício |
author_role |
author |
dc.contributor.author.fl_str_mv |
Mogilka, Maurício |
dc.subject.por.fl_str_mv |
Democratic education Autonomy Humanist pedagogy Human nature Educação democrática Autonomia Pedagogia humanista Natureza humana |
topic |
Democratic education Autonomy Humanist pedagogy Human nature Educação democrática Autonomia Pedagogia humanista Natureza humana |
description |
This article discusses the process of structuring the childs autonomy in pedagogical situations. It starts by attempting to distinguish between the concepts of freedom and autonomy, since these are often taken synonymously. It is fundamental to establish this distinction to reveal the non-innate character of the autonomy, a quality of the being that needs structuring. In the interactionist theoretical approach chosen for this discussion the structuring of autonomy is seen as a process that needs to be built between the natural freedom - inherent to human nature - and the self-regulating ability of the child in the face of the needs of her/his equals. This process is considered here as resulting from a dialogue between the childs innate potentials and elements external to his/her self: the culture and the social relations. When such interaction is neither coercive nor lax the necessary conditions would be given to a healthy structuring of the self, that is, the process of human formation understood in its most rigorous sense and full of positiveness. The reflection developed here is rooted in the Humanist pedagogy, especially in the thinking of Rousseau, Rogers, and Dewey. The text concludes with a positive view of the possibilities of constructing autonomy but, within the limits and theoretical boundaries of the work, tries to show that this is a problematical possibility. That would be due to the difficulty of acting and comprehending democratically in a society that is simultaneously conducive and permissive. |
publishDate |
1999 |
dc.date.none.fl_str_mv |
1999-07-01 |
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://www.revistas.usp.br/ep/article/view/27819 10.1590/S1517-97021999000200005 |
url |
https://www.revistas.usp.br/ep/article/view/27819 |
identifier_str_mv |
10.1590/S1517-97021999000200005 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/27819/29591 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 25 n. 2 (1999); 57-68 Educação e Pesquisa; Vol. 25 No. 2 (1999); 57-68 Educação e Pesquisa; Vol. 25 Núm. 2 (1999); 57-68 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713810126077952 |