O educere ad educare da educação integral em cena, contracena & crítica

• Autor(a) principal: Souza, Sávio Ferreira de
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UTP
• Texto Completo: http://tede.utp.br:8080/jspui/handle/tede/1395
• topic: Educação integral; Âmbitos do conhecimento; Dever-ser; Aprender-fazendo; Comprehensive education; Areas of knowledge; Must-be; Learning by doing; CIENCIAS HUMANAS::EDUCACAO

This research is based on five educative areas and their development through the methodology of working with film and the realization of a moral covenant with students. The central assumptions of this research are the three human dimensions: Biological, Psychological and Noological and five educational areas: Physical, Intellectual. Affective, Transcendent and Social, which are the foundations of comprehensive education. The theoretical-philosophical approach to this research was of virtue ethics, based on Aristotelian writings. Comprehensive education was examined in the light of the writings of Benigno Freire (2003), Henriques (2010) and Ortega & Gasset (1987). Educational strategy was understood as a generator of ethical and aesthetic experience, according to the writings of Dewey (1959), Garcia Hoz (1987) and Paulo Freire (1980). Experiences gained in debates about cinema were examined in the light of Fumagali (2006), for whom films are narratives of events that follow each other, demonstrating their educational potential. The formation of a moral covenant was a motivating element for the understanding of the consequences of personal acts, as in the ideas of Lewis (2005) and Pérez López (1997). This research investigates how different groups in the area of Higher Education demonstrate the growth of those educational environments by interacting with film or by adhering to a moral covenant. The process of data collection focused on reports of experiences, based on the theory of content analysis (Bardin, 1977). The conclusion was that education cannot limit itself merely to biology and human psychology, and that it is necessary to achieve a third, higher dimension based on the essence of man: in short, his noology. It was concluded that a moral covenant contributes to integral development as it enables reflection on the consequences of personal acts, promoting catharsis (Aristotle) for the expression of honesty, respect, responsibility, gratitude, humor and citizenship. Similarly, it was found that working with film in the classroom enhances human development in the following aspects: it checks the testimonies of students; develops ideas of service to society, the ecology and professional commitment to humanitarian service; and finally, an awakening to the meaning of life.