A concep????o do pensar bem em sala de aula, fundada na constru????o do conhecimento ?? luz da teoria da complexidade de Morin

• Ano de defesa: 2016
• Autor(a) principal: Silva, J??nior Ribeiro da
• Orientador(a): Severino, Antonio Joaquim
• Banca de defesa: Severino, Antonio Joaquim , Lorieri, Marcos Ant??nio , Evangelista, Francisco , Almeida, Cleide Rita Silv??rio de , Pagotto-Euzebio, Marcos Sidnei
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de P??s-Gradua????o em Educa????o
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: pessoa; educa????o; ensino; conhecimento; pensamento complexo; Morin
• Palavras-chave em Inglês: person; education; teaching; knowledge; complex thinking; Morin
• Palavras-chave em Espanhol: persona; educaci??n; ense??anza; conocimiento; pensamiento complejo; Morin.
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1543

The dissertation, of educational philosophical character, developed through literature review, reading and critical reflection, seeks to clarify the complexity theory's contribution to overcoming of the fragmentation of school education, in our current educational reality, as demonstrated by specialized research. Based on this diagnosis provided by these surveys, wonder why the teaching currently practiced in school, can???t produce satisfactory results of learning. Then, the conclusion is that the hypothesis that the teaching only will become efficient and fruitful if it is based on a systematic activity construction of knowledge designed and practiced as an integrated process, as proposed by the theory of complexity, Morin, advocating the practice of committed teaching with the reconnection of knowledge, with an integrated and organized way of thinking about man, the reality, knowledge and education. For the theoretical foundation, besides the own complexity theory, it relies on contributions from other thinkers who conceive education in a humanistic vision, understanding it as a proposal for investment and commitment to the construction and transformation of the person. As a result, the study supports a reconfiguration of the pedagogical proposal of basic education founded on reconnection, the integration and articulation of school knowledges.