Educaidade: para além da objetivação do educando

• Ano de defesa: 2007
• Autor(a) principal: Silva, Luciana Ferreira da
• Orientador(a): Engers, Maria Emilia Amaral
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO; CONSTRUTIVISMO; PRÁTICA DE ENSINO; PROFESSORES - FORMAÇÃO PROFISSIONAL; ÉTICA
• Link de acesso: http://hdl.handle.net/10923/2720

The study Educaidade: beyond learners’ objectification investigates the education-relation in a constructivist school environment, aiming at enabling teaching practice to go beyond depictions educators may have of learners and proposing a non-objectification of the latter. The study sustains that to have a humanitarian constructivist education, hereafter called Educaidade, it is necessary to think inversion, that is, replace the moral, which is on the basis of education as thought of by the main epistemological references which support traditional constructivist proposals by alterity ethics. The justification of such an inversion is the nonrecognition of the appropriateness of western philosophical and pedagogical trends for humanizing both educators and learners. It is believed that belonging to mankind does not presuppose humanity. Individuals can be humanized through language and educate or be educated by the practice of ethical relation-education. The theoretical basis of this thesis stemmed from the legacy of authors such as Piaget (social-moral subject), Vygostsky (socialhistoric subject) among others, who are the basis of current constructivist approaches, moving towards some Levinasian philosophical ideas such as: alterity, I, Same, Other, Face, Third Party, Infinite, responsibility, fraternity, among others.It is important to point out that we do not aim to suggest or establish any moral behavior codes. Neither do we want to invalidate or deconstruct traditional constructivist philosophical proposals, but to go beyond, thinking of alternatives that can account for transformations as required by the present times. To do so, a naturalistic case study with an ethnographic approach was developed in two schools in Porto Alegre (RS-Brazil), with different socio-cultural realities. One class from each school with children aged between five and eight years old as well as their teachers participated in the study. It was observed that the two educators were able to perform “flashes” of Educaidade, as in some moments they seemed welcoming educators managing to transcend their pedagogical practices. These moments happen in an intuitive and unsystematic manner, but, they happen. Thus, it is possible for the educator to go beyond the learners’ objectification. The results reaffirm the importance and need to reflect upon these issues. Additionally, it is important to point out that the educator can remain the Same, in a non-transcendent teaching and learning process, or, transcend in Educaidade.