Tesis
A mente perdida na educação
Fecha
2011-03-20Registro en:
MOLINA, Renato Almeida. A mente perdida na educação. 2011. 123 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2011.
Autor
Monteiro, Silas Borges
http://lattes.cnpq.br/1235153651563231
Rangel, Paula Carvalho Natalino
859.371.181-20
http://lattes.cnpq.br/3268328621076604
Freire, Roberto de Barros
012.192.968-05
http://lattes.cnpq.br/6937203818091322
028.944.928-63
Monteiro, Silas Borges
028.944.928-63
http://lattes.cnpq.br/1235153651563231
Institución
Resumen
The work proposed here seeks some of the philosophical origins of teacher training.
More specifically, we sought to examine the philosophical construct of 'mind' and
understand how this concept is materialized in the educational level. The central
hypothesis of this paper is that the indiscriminate use of the concept is linked to
cartesianism. The analysis proposed here seeks to promote the interaction between
wisdom from different fields of knowledge such as philosophy, psychology and
education. Contemporary models of dualism are addressed, and also the materialistic
prospects of the mind. Then we work towards the deconstruction of the mind through
different authors who contribute in this sense. In this excerpt from the study we deal
with the theoretical proposals of Ludwig Wittgenstein (1889-1951), Richard Rorty
(1931-2007) and B. F Skinner (1904-1990). The proposal to approach the subject is
through conduction of semi-structured interviews, where professors working in the
areas of education and degree course at Universidade Federal de Mato Grosso (UFMT)
were chosen. Topics covered in accordance with the previously prepared outline were:
a) homogeneity and conceptual rigor in the use of mental character in terms of teacher
training; b) linkage of pedagogical theories to formal theories of the mind; c) the
consequences of (non) linkage with mind theories and how mental concepts are treated
and (not) addressed d) consideration of an anti-mentalist model for education. It has
become apparent during the interviews the degree to which the theme goes unnoticed in
teacher training. Some of the causes and consequences of the absence of debate and
conceptual training were presented by the interviewed educators in the following
manner: teaching practice built as 'alphabet soup'; lack of scientific rigor in teachers'
education; pure and simple adoption of common sense knowledge, with no
epistemological debate; questioning of the supposedly indisputable relationship between
'theory and practice'; greater urgency for discussions and other practical aspects of
teacher training in Latin America. We conclude that what is expected is that the
adherence to any pedagogical theory, regardless of its mentalist character, be
accompanied by an extensive discussion on its foundations and principles, precisely so
there are no risks of building a practice based on common experience and divest
yourself of a solid conceptual training, which may result from the lack of an
epistemological debate about the fundamentals with which to work throughout the
training.