A ênfase na aprendizagem e a educação contemporânea
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Data
2006-08-31
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Universidade Federal de Goiás
Resumo
This study, tied to line of research of Culture and Educational Processes, aims to discuss
the learning and some of its appropriations in contemporary education. Understanding
learning as a universal category subject to historical particularities, this literature and
exploratory study was proposed to seize ownership of education nowadays, by reference
(1) the guidelines that govern macropolitical education and (2) Master's dissertations in
education (1990 - 2000). The emphasis on learning has been identified in the documents
studied, in particular the reports to Learn to be Aprender a ser (1970) and Education:
The Treasure Within Educação: um tesouro a descobrir (1990), which were proposed
as a new education, geared towards the action of the individual student and
individualization of the educational processes , focusing on the subject, and also in the
discourse sought to justify the need for change, referring to new paradigms of learning,
learning to learn. Learning was cited as an important category in 71.2% of the
dissertations studied. These essays showed that learning is a category that articulates the
new directions of education conducted in the light of psychological benchmarks,
especially Piaget and Vygotsky. The two sources relate the idea of a learning innovation
in educational practice. It was concluded that the emphasis on innovations in
educational practices under the guidance of a possible "revival of learning" meets new
forms of organization of productive forces and social relations produced in this
historical particularity. Teaching and learning are split and included in their externality
corroborate functional educational concept on effective society. It reaffirms the
assumption of a learning rule on education in contemporary education, which is
expressed in the critique of traditional education.
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Citação
BASTOS, Rachel Benta Messias. The emphasis on learning and contemporary
education. 2006. 101 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2006.