O relativismo neopragamatista das pedagogias do "aprender a aprender" na formação do pedagogo da UFES (2006 e 2018)

• Ano de defesa: 2023
• Autor(a) principal: Costa, Antonio Niuvan Rodrigues da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Pedagogias do “aprender a aprender”; Curso de Pedagogia; Pedagogia Histórico-Crítica; Formação de professores; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/17140

This research aims to analyze the influence of the neopragmatist relativism of the “learning to learn” pedagogies in the formation of the graduate in Pedagogy, taking as neopragmatist relativism the tendency towards the immediacy of knowledge. Therefore, it is understood that, through hegemonic pedagogies, in the face of neoliberal/postmodern irrationalism, pragmatism resurfaces in the form of an even more immediatist relativism, in the version of neopragmatism. This, in turn, fits the context of the education of the graduate in Pedagogy and at the same time hegemonically imposes its principles on the complex of education. Based on this context, this theoretical research, built on historical-dialectical materialism, uses the technique of bibliographical and documentary research, considering as reference the main authors of Historical-Critical Pedagogy, in particular the work of Dermeval Saviani, Newton Duarte and Julia Malanchen. In the more general scope of fundamentals, the main references were the works of Karl Marx and Friedrich Engels and István Mészáros. In an attempt to achieve the investigative purposes, this study resorts to analyzes of the pedagogical concepts present in the training of the graduate in Pedagogy, a course at the Federal University of Espírito Santo - Ufes, following the categories of Marxist dialectics, from the general to the particular, in other words, from the individual to the concrete. In this sense, several documents are examined, such as the conferences on Education for All - (EPT), the Curriculum Guidelines for the Pedagogy course (2006), Resolution nº 02/2015, Resolution nº 02/2019 and, finally, the Pedagogical Projects of Courses - PPCs, the curricula and a select group of syllabi of disciplines from the Pedagogy course at the aforementioned university, in the years 2006 and 2018. With this, it was found that multilateral organizations, since the 1990s, interfere in educational policies for the formation of teachers and, during curriculum reforms, there is an adherence to “learning to learn” pedagogies. In addition, it was verified that the presence of neopragmatist relativism of hegemonic conceptions, in the training of teaching students in Pedagogy, is part of the structural crisis of capital, driven by neoliberal/postmodern ideology, with which the relativism of truth has progressed, as if everything were resolved based on discursive language, without the need for ontological constructs to apprehend reality in its historical and social totality. Thus, this research criticizes the contemporary neopragmatist relativism of the irrationalist conception of neoliberalism/postmodernism, based on the ontophilosophical assumptions of Historical-Critical Pedagogy (PHC), taking work as a central and founding ontological category in the constitution of human life and as an essential element of human emancipation. Thus, this study seeks to contribute to the formation of the working class, opposing the influence of neopragmatist relativism in the Brazilian pedagogical scenario under the hegemony of the “learning to learn” pedagogies.