Biblioteca Digital de VanguardiaConceptions Learning in Philosophy of Education: New Contexts and Curriculum Requirements
The focus of this research is from the problematization, the conceptions of philosophy instruction from High School Philosophy teachers. Bibliographic studies highlight the characteristics of innatist, behaviorist, constructivist, historical, and cultural learning concepts. Additionally, there is a...
| Autores principales: | , , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Faculdade de Filosofia e Ciências
2017
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| Materias: | |
| Acceso en línea: | https://revistas.marilia.unesp.br/index.php/educacaoemrevista/article/view/6998 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69665 |
| Sumario: | The focus of this research is from the problematization, the conceptions of philosophy instruction from High School Philosophy teachers. Bibliographic studies highlight the characteristics of innatist, behaviorist, constructivist, historical, and cultural learning concepts. Additionally, there is a brief reflection and connection of Gilles Deleuze’s conception of the meaning of philosophy, especially in regards to its relationship to the production of concept, general history, and philosophy itself. At the same time, a study was done regarding the Curricular Proposal of Santa Catarina in relation to philosophy. Bibliographic studies were fundamental in analyzing the teachers’ learning conceptions which arose from the questionnaire. The data collection took place in March and April of 2014, with the questionnaire applied to 10 teachers of Philosophy in k-12 schools. The resulting data indicates difficulties comparing learning concepts and teaching methodologies, and how to relate them to philosophy.
Recebido em: 14/06/2016.Aprovado em:30/05/2017. |
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