A mente perdida na educação

• Ano de defesa: 2011
• Autor(a) principal: Molina, Renato Almeida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Mente; Antimentalismo; Formação do educador; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Mind; Anti-mentalism; Training of educators
• Link de acesso: http://ri.ufmt.br/handle/1/880

The work proposed here seeks some of the philosophical origins of teacher training. More specifically, we sought to examine the philosophical construct of 'mind' and understand how this concept is materialized in the educational level. The central hypothesis of this paper is that the indiscriminate use of the concept is linked to cartesianism. The analysis proposed here seeks to promote the interaction between wisdom from different fields of knowledge such as philosophy, psychology and education. Contemporary models of dualism are addressed, and also the materialistic prospects of the mind. Then we work towards the deconstruction of the mind through different authors who contribute in this sense. In this excerpt from the study we deal with the theoretical proposals of Ludwig Wittgenstein (1889-1951), Richard Rorty (1931-2007) and B. F Skinner (1904-1990). The proposal to approach the subject is through conduction of semi-structured interviews, where professors working in the areas of education and degree course at Universidade Federal de Mato Grosso (UFMT) were chosen. Topics covered in accordance with the previously prepared outline were: a) homogeneity and conceptual rigor in the use of mental character in terms of teacher training; b) linkage of pedagogical theories to formal theories of the mind; c) the consequences of (non) linkage with mind theories and how mental concepts are treated and (not) addressed d) consideration of an anti-mentalist model for education. It has become apparent during the interviews the degree to which the theme goes unnoticed in teacher training. Some of the causes and consequences of the absence of debate and conceptual training were presented by the interviewed educators in the following manner: teaching practice built as 'alphabet soup'; lack of scientific rigor in teachers' education; pure and simple adoption of common sense knowledge, with no epistemological debate; questioning of the supposedly indisputable relationship between 'theory and practice'; greater urgency for discussions and other practical aspects of teacher training in Latin America. We conclude that what is expected is that the adherence to any pedagogical theory, regardless of its mentalist character, be accompanied by an extensive discussion on its foundations and principles, precisely so there are no risks of building a practice based on common experience and divest yourself of a solid conceptual training, which may result from the lack of an epistemological debate about the fundamentals with which to work throughout the training.