Biblioteca Digital de VanguardiaTHE DEVELOPMENT OF THE REASON IN THE AGE OF TECHNOLOGY: COGNITION X INDOCTRINATION
The teachers education in the current universe of technologies and the need to obtain students capable of thinking and thinking for themselves has been a constant challenge and difficult to overcome for many teachers at all levels of education. The competition of the school with the media, if on one...
| Autor principal: | |
|---|---|
| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2017
|
| Materias: | |
| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/10456 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65837 |
| _version_ | 1782335251895287808 |
|---|---|
| author | Martins, Maria Angélica Seabra Rodrigues |
| author_facet | Martins, Maria Angélica Seabra Rodrigues |
| author_sort | Martins, Maria Angélica Seabra Rodrigues |
| collection | Repositorio |
| description | The teachers education in the current universe of technologies and the need to obtain students capable of thinking and thinking for themselves has been a constant challenge and difficult to overcome for many teachers at all levels of education. The competition of the school with the media, if on one hand helps the student´s life; On the other hand, it puts them away from the possibility of deeper researches, from contact with a physical library, since the superficiality of the themes offered by the Internet often assumes this role, making difficult to develop logical reasoning and their own capacity to write with clarity, cohesion and creativity. But how can we produce quality texts if the student is not trained to exercise the dialectic and does not have content to do them so? The researches which have been developed by us over the last twenty years, based on the concern with the quality of teaching, are based in particular on the teacher's ability to lead the student to reflection, creating a cognitive network that is not directly linked to dogmatic teaching, which is capable to reduce their vision. The educational reform recently proposed by the government proposes a school without indoctrination, however, many teachers feel incapable of finding a way to help their students to be more critical and observant, since many History, Geography or even Philosophy manuals present a clearly Marxist tendency. How to lead the student to reflection, without being led by doctrinal paths? How to get him to reflect on the problems in which he lives in, in order to distinguish a rational thought from a biased one, if the world around him, the media, especially the internet, provides him with clearly doctrinal bases? In this article we will try to present ways that either was useful for the formation of Pedagogy teachers or in the work with high school students, aiming the development of their capacity for reflection. Based on Psychology (BETTELHEIM, 1980; JUNG, 2008) in the Philosophy of Education (LIPMAN, 1994), in the anthropology (ELIADE, 1972; CAMPBELL, 2013) and in the Classical Philosophy (PENHA, 1994), we will present our approach to training critical and questioning students. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO65837 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2017 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO658372022-03-18T19:30:04Z THE DEVELOPMENT OF THE REASON IN THE AGE OF TECHNOLOGY: COGNITION X INDOCTRINATION EL DESARROLLO DEL RACIOCINIO EN LA ERA DE LA TECNOLOGÍA: COGNICIÓN X ADOCTRINAMIENTO O desenvolvimento do raciocínio na era da tecnologia: cognição x doutrinação Martins, Maria Angélica Seabra Rodrigues Cognitive reasoning. Indoctination. Archetypes. Anthropology. Philosophy of education. Raciocinio cognitivo. Adoctrinamiento. Arquetipos. Antropología. Filosofía de la educación Raciocínio cognitivo. Doutrinação. Arquétipos. Antropologia. Filosofia da educação The teachers education in the current universe of technologies and the need to obtain students capable of thinking and thinking for themselves has been a constant challenge and difficult to overcome for many teachers at all levels of education. The competition of the school with the media, if on one hand helps the student´s life; On the other hand, it puts them away from the possibility of deeper researches, from contact with a physical library, since the superficiality of the themes offered by the Internet often assumes this role, making difficult to develop logical reasoning and their own capacity to write with clarity, cohesion and creativity. But how can we produce quality texts if the student is not trained to exercise the dialectic and does not have content to do them so? The researches which have been developed by us over the last twenty years, based on the concern with the quality of teaching, are based in particular on the teacher's ability to lead the student to reflection, creating a cognitive network that is not directly linked to dogmatic teaching, which is capable to reduce their vision. The educational reform recently proposed by the government proposes a school without indoctrination, however, many teachers feel incapable of finding a way to help their students to be more critical and observant, since many History, Geography or even Philosophy manuals present a clearly Marxist tendency. How to lead the student to reflection, without being led by doctrinal paths? How to get him to reflect on the problems in which he lives in, in order to distinguish a rational thought from a biased one, if the world around him, the media, especially the internet, provides him with clearly doctrinal bases? In this article we will try to present ways that either was useful for the formation of Pedagogy teachers or in the work with high school students, aiming the development of their capacity for reflection. Based on Psychology (BETTELHEIM, 1980; JUNG, 2008) in the Philosophy of Education (LIPMAN, 1994), in the anthropology (ELIADE, 1972; CAMPBELL, 2013) and in the Classical Philosophy (PENHA, 1994), we will present our approach to training critical and questioning students. Una formación de professores em el universo actual de las tecnologías y una necesidad de aprendizaje de los alumnos de pensar y de pensar por símismos, hay sido um desafío constante y difícil de vencer para muchos professores en todos los niveles de enseñanza. La competencia de la escuela com los médios de comunicación, si por un lado facilita la vida de la lumno, por otro, parece alejarlo de la posibilidad de los más profundos estudios, y de hacer contacto con una biblioteca física. Una vez que una superficialidade de los temas ofrecidos por Internet, muchas veces proponen ese papel, convirtién dose difícil la necesidad de desarrollo de um raciocinio lógico y de la propia capacidad de redactar contransparencia, cohesióny criatividad. Pero, ¿Como producir textos com calidad, se el alumno no está entrenado para ejercer uma dialéctica, y no tiene contenido para tal? Las investigaciones que hemos desarrol lado em los últimos veinteaños, a partir de la preocupación por la calidad de la enseñanza, se basan particularmente em la capacidade del profesor de llevar al alumno a la reflexión, creando una red cognitiva que no este ligada directamente a una enseñanza dogmática, capaz de reducir su visión. La reforma de la enseñanza propuesta recientemente por el gobierno propone una escuela sina doctrinamiento, pero muchos profesores se sientenin capaces de encontrar una forma de ayudar a sus alumnos a ser más críticos y observadores, ya que muchos manuales de Historia, Geografía o incluso de Filosofía presenta numa tendência nítidamente marxista.¿ Cómo, entonces, llevar al alumno a la reflexión, sinque élsea conducido por caminhos doctrinarios? ¿Cómo llevarlo a reflexionar acerca de los problemas conque conviveenel mundo, para diferenciar um pensamiento racional, de un tendencioso, si el próprio mundo que lo rodea, los medios de comunicación, principalmente la internet, leproveen bases nitidamente doctrinales? En este artículo buscaremos presentar caminos que nos fueronútiles tanto em la formación de profesores de Pedagogía, cuanto em el trabajo com alumnos de escuela intermedias, buscando el desarrollo de su capacidad de reflexión. En la psicología (BETTELHEIM, 1980, JUNG, 2008) en la Filosofía de la Educación (LIPMAN, 1994), en la antropología (ELIADE, 1972; CAMPBELL, 2013) y en la Filosofía Clásica (PENHA, 1994), presentaremos nuestro enfoque sobre la Formación de alumnos críticos y cuestionadores. A formação de professores no atual universo das tecnologias e a necessidade de se obter alunos capazes de pensar e de pensar por si mesmos, tem sido um desafio constante e difícil de vencer para muitos professores em todos os níveis de ensino. A concorrência da escola com os meios de comunicação, se por um lado facilita a vida do aluno; por outro, afasta-o da possibilidade de pesquisas mais profundas, do contato com uma biblioteca física, uma vez que a superficialidade dos temas oferecidos pela internet muitas vezes assume esse papel, tornando dificultosa a necessidade de desenvolvimento do raciocínio lógico e da própria capacidade de redigir com clareza, coesão e criatividade. Mas, como produzir textos com qualidade, se o aluno não é treinado para exercer a dialética, nem possui conteúdo para tal? As pesquisas que temos desenvolvido nos últimos vinte anos, a partir da preocupação com a qualidade do ensino, baseiam-se particularmente na capacidade do professor de levar o aluno à reflexão, criando uma rede cognitiva que não esteja ligada diretamente a um ensino dogmático, capaz de reduzir sua visão. A reforma do ensino proposta recentemente pelo governo propõe uma escola sem doutrinação, mas muitos professores sentem-se incapazes de encontrar uma forma de auxiliar seus alunos a serem mais críticos e observadores, uma vez que muitos manuais de História, Geografia ou mesmo de Filosofia apresentam uma tendência nitidamente marxista. Como, então, levar o aluno à reflexão, sem que ele seja conduzido por caminhos doutrinários? Como levá-lo a refletir acerca dos problemas com que convive no mundo, de forma a distinguir um pensamento racional de um tendencioso, se o próprio mundo que o cerca, os meios de comunicação, principalmente a Internet, fornecem-lhe bases nitidamente doutrinárias? Neste artigo procuraremos apresentar caminhos que nos foram úteis tanto na formação de professores de Pedagogia, quanto no trabalho com alunos de nível médio, visando o desenvolvimento de sua capacidade de reflexão. Com base na Psicologia (BETTELHEIM, 1980; JUNG, 2008), na Filosofia da Educação (LIPMAN, 1994), na antropologia (ELIADE, 1972; CAMPBELL, 2013) e na Filosofia Clássica (PENHA,1994), apresentaremos nossa abordagem acerca da formação de alunos críticos e questionadores. 2017-10-04 2022-03-18T19:30:04Z 2022-03-18T19:30:04Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Pesquisa teórica; revisão de literatura; https://periodicos.fclar.unesp.br/rpge/article/view/10456 10.22633/rpge.v21.n.esp1.out.2017.10456 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65837 por https://periodicos.fclar.unesp.br/rpge/article/view/10456/6814 Copyright (c) 2017 Revista on line de Política e Gestão Educacional application/pdf Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 21, n. esp. 1, out./2017 - Dossiê Tecnologias e educação: novos olhares e percepções; 842-859 1519-9029 10.22633/rpge.v21.n.esp1.out.2017 |
| spellingShingle | Cognitive reasoning. Indoctination. Archetypes. Anthropology. Philosophy of education. Raciocinio cognitivo. Adoctrinamiento. Arquetipos. Antropología. Filosofía de la educación Raciocínio cognitivo. Doutrinação. Arquétipos. Antropologia. Filosofia da educação Martins, Maria Angélica Seabra Rodrigues THE DEVELOPMENT OF THE REASON IN THE AGE OF TECHNOLOGY: COGNITION X INDOCTRINATION |
| title | THE DEVELOPMENT OF THE REASON IN THE AGE OF TECHNOLOGY: COGNITION X INDOCTRINATION |
| title_full | THE DEVELOPMENT OF THE REASON IN THE AGE OF TECHNOLOGY: COGNITION X INDOCTRINATION |
| title_fullStr | THE DEVELOPMENT OF THE REASON IN THE AGE OF TECHNOLOGY: COGNITION X INDOCTRINATION |
| title_full_unstemmed | THE DEVELOPMENT OF THE REASON IN THE AGE OF TECHNOLOGY: COGNITION X INDOCTRINATION |
| title_short | THE DEVELOPMENT OF THE REASON IN THE AGE OF TECHNOLOGY: COGNITION X INDOCTRINATION |
| title_sort | development of the reason in the age of technology: cognition x indoctrination |
| topic | Cognitive reasoning. Indoctination. Archetypes. Anthropology. Philosophy of education. Raciocinio cognitivo. Adoctrinamiento. Arquetipos. Antropología. Filosofía de la educación Raciocínio cognitivo. Doutrinação. Arquétipos. Antropologia. Filosofia da educação |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/10456 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65837 |