Uma crítica à redução utilitária da educação sob a perspectiva da teoria da complexidade de Edgar Morin
Gardado en:
| Autor Principal: | |
|---|---|
| Data de Publicación: | 2023 |
| Formato: | Master thesis |
| Idioma: | por |
| Fonte: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2385 |
Summary: | The fundamentals of education have always been a philosophical, sociological, and pedagogical problem. They indicate how, at certain moments in history, different educational paradigms emerged, as well as unique ways of seeing education and its social function. Throughout the various revolutions and historical reformulations, an educational paradigm based on the modern scientific model emerged and, in general terms, is maintained in education until today. With the advent of the industrial revolution and the recent advancement of neoliberal policies, this scientific and educational paradigm was realized through values directed towards the mastery of nature and technique and a utilitarian-based education, aimed at the market and mere economic growth. With these aspects in view, the research problem of this dissertation is based on the following questions: To what extent can Edgar Morin’s complexity theory become an important conceptual basis for criticizing the reductionism of utilitarian education that is trending today? Can we, from Morin’s theory, substantiate the relevance of an education in a broad sense, aimed at the formation of the human being in its complexity? The general objective of this study is to identify and explore Edgar Morin’s complexity theory as a possible basis for criticizing the technical-utilitarian reductionism that tends to mark current education. At the same time, this thinker seeks elements for the basis of an educational proposal more committed to the complexity of the human condition and society. The research is based on Morin’s theoretical framework and has a qualitative character, guided by the theoretical principles of hermeneutics in relation to the reconstruction and analysis of concepts. As main reference works for study, Morin’s works are used, mainly those that refer to education, such as: The seven necessary knowledge for future education (2018), Teaching to live (2015a) and A well-made head (2015b). Some volumes of the author’s main work are also used, The Method (2007; 2011; 2015d) and finally, with the aim of introducing a little complex thinking, we turn to Morin’s own book Introduction to complex thinking (2015c). This dissertation analyzes current education and also its risks, seeking to understand its shortcomings and deficiencies, in addition to introducing the reader to Morin’s thinking about education and his complexity theory. Criticisms are presented to his theory model and a proposal for an educational reform based on respect for the complex dynamics of human beings, society and science. As results, the study pointed out that Morin’s ideas serve as a counterpoint to utilitarian (and ineffective) education insofar as they converge towards an integral formation that points towards an ethical and scientific education. It was also concluded that science reform and the new science that the author bases serve as a subsidy for a new education aimed at forming a subject prepared for complex life problems |
| _version_ | 1871607633229643776 |
|---|---|
| author | Kujawa, João Carlos Dinél |
| author_browse | Kujawa, João Carlos Dinél |
| author_facet | Kujawa, João Carlos Dinél |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Kujawa, João Carlos Dinél |
| dc.contributor.none.fl_str_mv | Doro, Marcelo José http://lattes.cnpq.br/3322617152883131 |
| dc.date.none.fl_str_mv | 2023-08-04 2025-05-07T14:11:32Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | KUJAWA, João Carlos Dinél. Uma crítica à redução utilitária da educação sob a perspectiva da teoria da complexidade de Edgar Morin. 2023. 131 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2023. https://repositorio.upf.br/handle/123456789/2385 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Educação - Filosofia Complexidade (Filosofia) CIENCIAS HUMANAS::EDUCACAO |
| dc.title.none.fl_str_mv | Uma crítica à redução utilitária da educação sob a perspectiva da teoria da complexidade de Edgar Morin |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The fundamentals of education have always been a philosophical, sociological, and pedagogical problem. They indicate how, at certain moments in history, different educational paradigms emerged, as well as unique ways of seeing education and its social function. Throughout the various revolutions and historical reformulations, an educational paradigm based on the modern scientific model emerged and, in general terms, is maintained in education until today. With the advent of the industrial revolution and the recent advancement of neoliberal policies, this scientific and educational paradigm was realized through values directed towards the mastery of nature and technique and a utilitarian-based education, aimed at the market and mere economic growth. With these aspects in view, the research problem of this dissertation is based on the following questions: To what extent can Edgar Morin’s complexity theory become an important conceptual basis for criticizing the reductionism of utilitarian education that is trending today? Can we, from Morin’s theory, substantiate the relevance of an education in a broad sense, aimed at the formation of the human being in its complexity? The general objective of this study is to identify and explore Edgar Morin’s complexity theory as a possible basis for criticizing the technical-utilitarian reductionism that tends to mark current education. At the same time, this thinker seeks elements for the basis of an educational proposal more committed to the complexity of the human condition and society. The research is based on Morin’s theoretical framework and has a qualitative character, guided by the theoretical principles of hermeneutics in relation to the reconstruction and analysis of concepts. As main reference works for study, Morin’s works are used, mainly those that refer to education, such as: The seven necessary knowledge for future education (2018), Teaching to live (2015a) and A well-made head (2015b). Some volumes of the author’s main work are also used, The Method (2007; 2011; 2015d) and finally, with the aim of introducing a little complex thinking, we turn to Morin’s own book Introduction to complex thinking (2015c). This dissertation analyzes current education and also its risks, seeking to understand its shortcomings and deficiencies, in addition to introducing the reader to Morin’s thinking about education and his complexity theory. Criticisms are presented to his theory model and a proposal for an educational reform based on respect for the complex dynamics of human beings, society and science. As results, the study pointed out that Morin’s ideas serve as a counterpoint to utilitarian (and ineffective) education insofar as they converge towards an integral formation that points towards an ethical and scientific education. It was also concluded that science reform and the new science that the author bases serve as a subsidy for a new education aimed at forming a subject prepared for complex life problems |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_6e6b51aa45a07c8a58af918bff80a721 |
| identifier_str_mv | KUJAWA, João Carlos Dinél. Uma crítica à redução utilitária da educação sob a perspectiva da teoria da complexidade de Edgar Morin. 2023. 131 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2023. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/2385 |
| publishDate | 2023 |
| publishDateSort | 2023 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | Uma crítica à redução utilitária da educação sob a perspectiva da teoria da complexidade de Edgar MorinEducação - FilosofiaComplexidade (Filosofia)CIENCIAS HUMANAS::EDUCACAOThe fundamentals of education have always been a philosophical, sociological, and pedagogical problem. They indicate how, at certain moments in history, different educational paradigms emerged, as well as unique ways of seeing education and its social function. Throughout the various revolutions and historical reformulations, an educational paradigm based on the modern scientific model emerged and, in general terms, is maintained in education until today. With the advent of the industrial revolution and the recent advancement of neoliberal policies, this scientific and educational paradigm was realized through values directed towards the mastery of nature and technique and a utilitarian-based education, aimed at the market and mere economic growth. With these aspects in view, the research problem of this dissertation is based on the following questions: To what extent can Edgar Morin’s complexity theory become an important conceptual basis for criticizing the reductionism of utilitarian education that is trending today? Can we, from Morin’s theory, substantiate the relevance of an education in a broad sense, aimed at the formation of the human being in its complexity? The general objective of this study is to identify and explore Edgar Morin’s complexity theory as a possible basis for criticizing the technical-utilitarian reductionism that tends to mark current education. At the same time, this thinker seeks elements for the basis of an educational proposal more committed to the complexity of the human condition and society. The research is based on Morin’s theoretical framework and has a qualitative character, guided by the theoretical principles of hermeneutics in relation to the reconstruction and analysis of concepts. As main reference works for study, Morin’s works are used, mainly those that refer to education, such as: The seven necessary knowledge for future education (2018), Teaching to live (2015a) and A well-made head (2015b). Some volumes of the author’s main work are also used, The Method (2007; 2011; 2015d) and finally, with the aim of introducing a little complex thinking, we turn to Morin’s own book Introduction to complex thinking (2015c). This dissertation analyzes current education and also its risks, seeking to understand its shortcomings and deficiencies, in addition to introducing the reader to Morin’s thinking about education and his complexity theory. Criticisms are presented to his theory model and a proposal for an educational reform based on respect for the complex dynamics of human beings, society and science. As results, the study pointed out that Morin’s ideas serve as a counterpoint to utilitarian (and ineffective) education insofar as they converge towards an integral formation that points towards an ethical and scientific education. It was also concluded that science reform and the new science that the author bases serve as a subsidy for a new education aimed at forming a subject prepared for complex life problemsCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESOs fundamentos da educação sempre foram um problema filosófico, sociológico e pedagógico. Eles indicam como, em determinados momentos da história, surgiram diferentes paradigmas educacionais, assim como modos singulares de enxergar a educação e sua função social. No decorrer das diversas revoluções e reformulações históricas, surgiu um paradigma educacional baseado no modelo científico moderno e que, em linhas gerais, sustenta a educação até a atualidade. Com o advento da revolução industrial e o recente avanço das políticas neoliberais, esse paradigma científico e educacional se concretizou mediante valores direcionados ao domínio da natureza e da técnica e a uma educação de base utilitária, voltada ao mercado e ao mero crescimento econômico. Com esses aspectos em vista, o problema de pesquisa da presente dissertação se fundamenta nas seguintes perguntas: Em que medida a teoria da complexidade de Edgar Morin pode se tornar uma base conceitual importante para a crítica ao reducionismo da educação utilitária que se faz tendência na atualidade? Podemos, a partir da teoria de Morin, fundamentar a relevância de uma educação em sentido ampliado, voltada à formação do ser humano em sua complexidade? O objetivo geral do presente estudo consiste em identificar e explorar a teoria da complexidade de Edgar Morin como uma base possível para a crítica ao reducionismo técnico-utilitário que marca tendencialmente a educação atual. Busca- se, ao mesmo tempo, nesse pensador, elementos para o embasamento de uma proposta educacional mais comprometida com a complexidade da condição humana e da sociedade. A pesquisa fundamenta-se no referencial teórico de Morin, e possui caráter qualitativo, orientando-se pelos princípios teóricos da hermenêutica no que tange à reconstrução e análise dos conceitos. Como obras principais de referência de estudo, são utilizadas as de Morin, principalmente aquelas que se referem à educação, tais como: Os setes saberes necessários para educação do futuro (2018), Ensinar a viver (2015a) e A Cabeça bem-feita (2015b). Também são utilizados alguns volumes da principal obra do autor, O Método (2007; 2011; 2015d) e, por fim, com objetivo de introduzir um pouco do pensamento complexo, recorre-se ao livro Introdução ao pensamento complexo (2015c), do próprio Morin. A presente dissertação faz uma análise da educação atual e também de seus riscos, procurando entender as suas faltas e deficiências, além de introduzir o leitor no pensamento de Morin sobre a educação e sua teoria da complexidade. Apresentam-se críticas ao modelo de sua teoria e uma proposta de uma reforma educacional baseada no respeito à dinâmica complexa do ser humano, da sociedade e da ciência. Como resultados, o estudo apontou que as ideias do Morin servem como contraponto à educação utilitária (e ineficaz) enquanto convergem para uma formação integral que se aponta para uma educação ética e científica. Concluiu-se também que a reforma das ciências e a nova ciência que o autor fundamenta servem como subsídio para uma nova educação voltada à formação de um sujeito preparado para os problemas complexos da vidaUniversidade de Passo FundoFaculdade de Educação – FAEDBrasilUPFPrograma de Pós-Graduação em EducaçãoDoro, Marcelo Joséhttp://lattes.cnpq.br/3322617152883131Kujawa, João Carlos Dinél2025-05-07T14:11:32Z2023-08-04info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfKUJAWA, João Carlos Dinél. Uma crítica à redução utilitária da educação sob a perspectiva da teoria da complexidade de Edgar Morin. 2023. 131 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2023.https://repositorio.upf.br/handle/123456789/2385porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T19:52:46Zoai:repositorio.upf.br:123456789/2385Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T19:52:46Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Uma crítica à redução utilitária da educação sob a perspectiva da teoria da complexidade de Edgar Morin Kujawa, João Carlos Dinél Educação - Filosofia Complexidade (Filosofia) CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | Uma crítica à redução utilitária da educação sob a perspectiva da teoria da complexidade de Edgar Morin |
| title_full | Uma crítica à redução utilitária da educação sob a perspectiva da teoria da complexidade de Edgar Morin |
| title_fullStr | Uma crítica à redução utilitária da educação sob a perspectiva da teoria da complexidade de Edgar Morin |
| title_full_unstemmed | Uma crítica à redução utilitária da educação sob a perspectiva da teoria da complexidade de Edgar Morin |
| title_short | Uma crítica à redução utilitária da educação sob a perspectiva da teoria da complexidade de Edgar Morin |
| title_sort | Uma crítica à redução utilitária da educação sob a perspectiva da teoria da complexidade de Edgar Morin |
| topic | Educação - Filosofia Complexidade (Filosofia) CIENCIAS HUMANAS::EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2385 |