Biblioteca Digital de VanguardiaESTADO DA ARTE: USOS DA EPISTEMOLOGIA GENÉTICA DE JEAN PIAGET NA EDUCAÇÃO
This article is part of the final report of an investigation that established the first objective of mapping productions in the field of Education that used Jean Pia-get’s theory among its theoretical references. After a quantitative mapping, we tried to understand the use of this theory in the coll...
| Autores principales: | , , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Faculdade de Filosofia e Ciências
2018
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| Materias: | |
| Acceso en línea: | https://revistas.marilia.unesp.br/index.php/scheme/article/view/8170 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/71319 |
| Sumario: | This article is part of the final report of an investigation that established the first objective of mapping productions in the field of Education that used Jean Pia-get’s theory among its theoretical references. After a quantitative mapping, we tried to understand the use of this theory in the collected works. To that end, the methodology called "State of the Art" was chosen, since this approach would account for the need to give visibility to how this theory is used in the spaces and times that were investigated. Papers published from 2006 to 2015 were selected from ANPEd's annual meetings, in the Humanities journals available on the Scielo website and papers published in the Capes thesis data-base. Considering the three spaces and the investigated period of time, the in-vestigation database comprised 185 productions. After creating categories of analysis and the organization of the collected productions, we present an inte-grative synthesis movement of the knowledge built from the encounter of the 54 productions that elected Piaget’s theory as their main theoretical reference. The collected productions allowed us to immediately visualize the interdisci-plinary character of Jean Piaget’s Genetic Epistemology. The different uses demonstrate flexibility and accessibility whereby a dialogue between profes-sionals from different fields of knowledge is made possible and indicate that, undoubtedly, this theory is inspiring, disturbing and provocative, and therefore justifies its constant and current presence in investigations in the field of Educa-tion. |
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