Reflexões sobre formação de professores
The theme of this thesis, which investigates the need for the rupture of the traditional paradigms for the emerging, meets the needs of this research, aiming to collaborate in the search for the improvement of the education to the future. The paradigmatic concepts, although defined by several...
| Autor principal: | Moreira, Hélen Fernandes |
|---|---|
| Idioma: | pt_BR |
| Publicado em: |
2021
|
| Assuntos: | |
| Acesso em linha: |
http://hdl.handle.net/11612/2450 |
| id |
ir-11612-2450 |
|---|---|
| recordtype |
dspace |
| spelling |
ir-11612-24502021-03-24T06:01:46Z Reflexões sobre formação de professores Moreira, Hélen Fernandes Albuquerque, Francisco Edviges Suanno, João Henrique Formação docente; Paradigma Emergente; Transdisciplinaridade; Escolas Criativas; Teacher training; Emerging Paradigm; Transdisciplinarity; Creative Schools CNPQ::LINGUISTICA, LETRAS E ARTES The theme of this thesis, which investigates the need for the rupture of the traditional paradigms for the emerging, meets the needs of this research, aiming to collaborate in the search for the improvement of the education to the future. The paradigmatic concepts, although defined by several theorists (Khun, Morin, Moraes, Behrens, Capra, among others) converge to reflect on the transitions in the field of changes that occur in the development of science. We maintain that education must be understood as a social process, being multidimensional, innovative, creative and opening to dialogue. Therefore, the training of university professors must be guided by the self referential process, in (trans) form (action) and retroaction in relation to events and planetary consciousness. We believe that teacher training needs to be built by its identity in professional and personal performance through the ecology of knowledge (Boaventura Santos,1998). We affirm Morin's maxim regarding to the complexity to the world education and the complex thinking: for the author “complexity is a problem word and not a solution word” (Morin, 2008). The Epistemology of Complexity served us as a study in the training of university professors based on complex thinking, based on the works of Edgar Morin. Education for the 21st century seeks a new era: the conception of self-knowledge, based on the assumption that it is a continuous reconstruction and it is fundamental to understand the Seven Necessary Knowledge for the Education of the Future: The blindness of knowledge: error and illusion; the principles of relevant knowledge; teach the human condition; teach earthly identity, face uncertainties; teach the understanding and ethics of the human race (Morin), as a sine qua non condition for living. In view of the statements presented, this thesis has as its generais objective the reflection and analysis of the promotion of the Reform of Thought and the study of its possibility for the training of university teachers. We also point out as specific objectives: the understanding and analysis of the concepts of complexity and transdisciplinarity (Fazenda, Japiassú, Suanno). We also emphasize the possible contributions of the Creative Schools and the Ecoformadores Creative Projects (ZWIEREWICZ). O tema desta tese, que investiga a necessidade da ruptura dos paradigmas tradicionais pelo emergente, atende as necessidades desta pesquisa, visando colaborar na busca da melhoria da educação do futuro. Os conceitos paradigmáticos, que aqui discutiremos, ainda que definidos por vários teóricos (Khun, Morin, Moraes, Behrens, Capra, dentre outros) convergem para a reflexão da transição no campo das mudanças que ocorrem no desenvolvimento das ciências. Sustentamos que a educação deve ser entendida como um processo social, sendo multidimensional, inovador, criativo e aberto ao diálogo. Consideramos que a formação do docente precisa ser construída pela sua identidade na atuação profissional e pessoal através da ecologia dos saberes (BOAVENTURA SANTOS, 1989). Asseveramos a máxima de Morin no que tange a complexidade para a educação mundial e no pensar complexo: para o autor “complexidade é uma palavra problema e não uma palavra solução” (MORIN, 2008). A Epistemologia da Complexidade serviu-nos de estudo na formação do docente universitário a partir do pensamento complexo, fundamentado nas obras de Edgar Morin. A educação para o século XXI busca uma nova era: a concepção do conhecimento próprio, partindo do pressuposto que ele é uma reconstrução contínua e é fundamental se entender os Sete Saberes Necessários para a Educação do Futuro: As cegueiras do conhecimento: o erro e a ilusão; os princípios do conhecimento pertinente; ensinar a condição humana; ensinar a identidade terrena, enfrentar as incertezas; ensinar a compreensão e a ética do gênero humano (MORIN, 1999), como condição sine qua non para viver. Diante das assertivas apresentadas, esta tese tem como objetivo geral a reflexão e a análise da promoção da reforma do pensamento e o estudo da possibilidade dela para a formação do docente universitário. Ainda apontamos como objetivos específicos: a compreensão e a análise dos conceitos de complexidade e de transdisciplinaridade (FAZENDA,1979, JAPIASSÚ,1981, SUANNO,2014). Ressaltamos também as possíveis contribuições dos Projetos Criativos Ecoformadores (ZWIEREWICZ). 2021-03-23T18:57:29Z 2021-03-23T18:57:29Z 2020-10-27 MOREIRA, Hélen Fernandes. Reflexões sobre formação de professores.2020. 181f. Tese (Doutorado em Letras: ensino de Língua e Literatura) – Universidade Federal do Tocantins, Programa de Pós-Graduação em Letras: ensino de Língua e Literatura, Araguaína, 2020. http://hdl.handle.net/11612/2450 pt_BR application/pdf |
| institution |
Repositório Institucional - Universidade Federal do Tocantins - UFT |
| collection |
RepositorioUFT |
| language |
pt_BR |
| topic |
Formação docente; Paradigma Emergente; Transdisciplinaridade; Escolas Criativas; Teacher training; Emerging Paradigm; Transdisciplinarity; Creative Schools CNPQ::LINGUISTICA, LETRAS E ARTES |
| spellingShingle |
Formação docente; Paradigma Emergente; Transdisciplinaridade; Escolas Criativas; Teacher training; Emerging Paradigm; Transdisciplinarity; Creative Schools CNPQ::LINGUISTICA, LETRAS E ARTES Moreira, Hélen Fernandes Reflexões sobre formação de professores |
| topic_facet |
Formação docente; Paradigma Emergente; Transdisciplinaridade; Escolas Criativas; Teacher training; Emerging Paradigm; Transdisciplinarity; Creative Schools CNPQ::LINGUISTICA, LETRAS E ARTES |
| description |
The theme of this thesis, which investigates the need for the rupture of the traditional
paradigms for the emerging, meets the needs of this research, aiming to collaborate in
the search for the improvement of the education to the future. The paradigmatic
concepts, although defined by several theorists (Khun, Morin, Moraes, Behrens,
Capra, among others) converge to reflect on the transitions in the field of changes that
occur in the development of science. We maintain that education must be understood
as a social process, being multidimensional, innovative, creative and opening to
dialogue. Therefore, the training of university professors must be guided by the self referential process, in (trans) form (action) and retroaction in relation to events and
planetary consciousness. We believe that teacher training needs to be built by its
identity in professional and personal performance through the ecology of knowledge
(Boaventura Santos,1998). We affirm Morin's maxim regarding to the complexity to the
world education and the complex thinking: for the author “complexity is a problem word
and not a solution word” (Morin, 2008). The Epistemology of Complexity served us as
a study in the training of university professors based on complex thinking, based on
the works of Edgar Morin. Education for the 21st century seeks a new era: the
conception of self-knowledge, based on the assumption that it is a continuous
reconstruction and it is fundamental to understand the Seven Necessary Knowledge
for the Education of the Future: The blindness of knowledge: error and illusion; the
principles of relevant knowledge; teach the human condition; teach earthly identity,
face uncertainties; teach the understanding and ethics of the human race (Morin), as
a sine qua non condition for living. In view of the statements presented, this thesis has
as its generais objective the reflection and analysis of the promotion of the Reform of
Thought and the study of its possibility for the training of university teachers. We also
point out as specific objectives: the understanding and analysis of the concepts of
complexity and transdisciplinarity (Fazenda, Japiassú, Suanno). We also emphasize
the possible contributions of the Creative Schools and the Ecoformadores Creative
Projects (ZWIEREWICZ). |
| author_additional |
Albuquerque, Francisco Edviges |
| author_additionalStr |
Albuquerque, Francisco Edviges |
| author |
Moreira, Hélen Fernandes |
| title |
Reflexões sobre formação de professores |
| title_short |
Reflexões sobre formação de professores |
| title_full |
Reflexões sobre formação de professores |
| title_fullStr |
Reflexões sobre formação de professores |
| title_full_unstemmed |
Reflexões sobre formação de professores |
| title_sort |
reflexões sobre formação de professores |
| publishDate |
2021 |
| url |
http://hdl.handle.net/11612/2450 |
| _version_ |
1787134319596142592 |
| score |
11.755432 |