Uma análise epistemológica da pluralidade dos métodos e práticas no ensino
This work had as its theme, an epistemological analysis of the plurality of methods and practices in teaching. Thus, this study aimed to analyze and reflect the current situation of Brazilian education ,as well as to make some notes about the plurality of methods and their practices in teaching. Ini...
| Autor principal: | Rosa, Fábio Aparecido Martins |
|---|---|
| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2022
|
| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/29106 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: |
This work had as its theme, an epistemological analysis of the plurality of methods and practices in teaching. Thus, this study aimed to analyze and reflect the current situation of Brazilian education ,as well as to make some notes about the plurality of methods and their practices in teaching. Initially questioned, is there plurality in Brazilian education? Are there several methods being used and practices in Brazilian education? In Brazil there is respect and tolerance for other ideas? Is there a method or practice in the country that monopolizes education? Through this work it was hoped to enter in to this context, however, due to the comprehensiveness and complexity of the theme, it is possible not to reach all available theoretical framework and, to please everyone. A few years ago, the federal chamber of deputies and the city council, as well as legislative assemblies, have been discussing this theme, plurality of ideas in the academic sphere, currently having a project called a school without a party. This proposal has generated great upsets of the favorable and against the project. In a critical analysis, the question of why this project is discussed, and so many discussions about changing what is already well defined in LDB/96, and which are not being followed in educational institutions. In view of the above, there is an urgent need to expose in an epistemological and analytical way this problematization, without ideologically partisanizing the theme, nor even inferring in a light manner. But to show in a serious and meritorious way, that an approach is necessary without neglecting the writings on the subject, using them as a basis for research and grounding. |
|---|