Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Novais, Luis Eduardo Duarte
 |
| Orientador(a): |
Masetto, Marcos Tarciso |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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 Educação: Currículo
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22963
|
Resumo: |
Contemporary society is organized according to an economic model based on the growing availability of knowledge, which, valued for its pragmatic and utilitarian nature, is treated as a commodity, subject to the logic of the global financial market. Thus, in performing their in-herent activities, namely the production and diffusion of knowledge, the Higher Education Institutions assume a technician and market tendency, favoring training courses that are con-cerned with the highly specialized technical domain and the instrumental use of information. Therefore, by neglecting humanistic aspects, the student’s ethical commitment to the common good is not encouraged, indispensable for the practice of democratic citizenship in the plural sociocultural contexts that exist today. Thus, this research postulated the thesis that it is nec-essary to resignify the processes of vocational training offered in the context of Higher Educa-tion, reaching of full human formation – that is, integrating its epistemological, technical and ethical-political dimensions – so that conditions are in place to enable the training of profes-sional citizens. From this perspective, from the study of the pedagogical projects of two dif-ferent undergraduate courses, each one maintained by a certain Higher Education Institution, it was analyzed if these documents manifest the contemporary emergence of promoting the ethical dimension along the formative itineraries which they promote, particularly with regard to the development of attitudes and values, with the aim of identifying curriculum elements that lend themselves to the training of professional citizens. It was concluded, therefore, that the intended resignification of the processes of professional formation requires the establish-ment of a new educational paradigm, which conveniently articulates the following aspects: the protagonist student; the understanding of the learning as a process of growth and development of a person in its entirety; the construction of meaningful knowledge through a close link be-tween theoretical and conceptual reflection, professional practice and out-of-school experi-ence; the pedagogical mediation exercised by the teacher, so that the action of teaching con-sists in promoting meaningful learning; the installation of participatory management spaces that involve all segments of the academic community; the elaboration of a curricular architec-ture that, overcoming a strictly technical-linear arrangement, promotes interdisciplinarity and the progressive and complementary integration of knowledge; the proposition of methodolog-ical strategies that allow the student to appropriate his formation as a true protagonist; the evaluation understood as a possibility of learning |
