A educação no contexto contemporâneo e o pensamento complexo

• Ano de defesa: 2016
• Autor(a) principal: Nogueira, Bruna Mazzer
• Orientador(a): Hildebrand, Hermes Renato
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital
• Departamento: Faculdade de Ciências Exatas e Tecnologia
• País: Brasil
• Palavras-chave em Português: Educação; Complexidade; Teoria semiótica; Education, Complexity, Theory Semiotics; Complexity; Theory semiotics
• Área do conhecimento CNPq: CNPQ::ENGENHARIAS
• Link de acesso: https://tede2.pucsp.br/handle/handle/18962

This is a theoretical research that aims to identify approaches between the following theories: Semiotics of Charles Sanders Peirce, historical-cultural of Lev S. Vygotsky, the complex theory of Edgar Morin and the connectivism of Siemens and Downes, prioritizing the issues surrounding education in the contemporary context. The method adopted included careful readings of the existant literature regarding the mentioned theories, the use of reading records and a case study that together allowed the careful and systematic analysis of the materials, as well as the organization of some of the key concepts of each theory, relevant to further discussions. The importance of the social nature of man was highlighted and related to its development. Language is understood as fundamental in the human development process and has been addressed here in a specific way, with emphasis on learning new words, considered linguistic signs, in a foreign language. It was analyzed and presented examples of both literature and real life, this experienced by the researcher, which allowed the establishment of approaches and reflections on the theories adopted. Finally, it became evident the need to promote an education able to reconcile different strategies, ideas and experiences of successful learning, recognizing the complexity of the phenomena and driving more discussions and studies for the existence of progress in the classroom and online education