Paradigmas e convergência de saberes em Paulo Freire e Edgar Morin
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2016-05-24
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Todas as áreas do conhecimento formal são influenciadas por estruturas de crenças e modelos de realidade implícitos, denominados de paradigmas. Estes paradigmas, ao condicionarem a prática científica e acadêmica, exercem também a sua influência sobre a Educação e, consequentemente, tanto nas práticas pedagógicas quanto no processo de formação de professores. Contudo, hoje em dia está claro que os pilares paradigmáticos que deram sustentação à ciência em geral, por mais de trezentos e cinquenta anos, estão apresentando sinais de esgotamento, sendo, pois, questionados em várias áreas do saber. Logo, sua influência sobre a educação também merece uma reavaliação.
O presente estudo repensa as fragilidades do paradigma cartesiano-newtoniano, que é o núcleo da chamada razão instrumental, e as linhas de pensamento emergentes que propõem a sua superação, tanto na ciência, em geral, quanto mais especificamente na Educação. Neste quadro de propostas críticas à razão instrumental, expomos, como exemplos coerentes de crítica e superação das abordagens conservadoras em Educação, as ideais epistêmicas de Paulo Freire e Edgar Morin, ambas desafiadoras da visão reducionista ainda persistente nas políticas e práticas educativas e ainda muito presente nos diversos departamentos universitários.
O estudo foi feito através do método hermenêutico, comparando a obra de ambos os autores e de ambos ante os principais desafios paradigmáticos atuais. Constatamos que suas ideias e visão de mundo e educação são convergentes, mutuamente harmônicas e complementares, sendo úteis na construção de uma nova visão pedagógica sistêmica, interdisciplinar e multidimensional, sempre reflexiva e que vá de encontro às necessidades atuais das pessoas diante de uma educação cada vez mais técnica, impessoal e mecanicista, própria de um mundo em crise.
All the areas of knowledge are influenced by formal belief structures and implicit models of reality, called paradigms. Because these paradigms influences on academic and scientific practice, they also exert their influences on education and, consequently, in teaching practices and in their training process. However, nowadays it is clear that the pillars that have supported the paradigmatic science in general, for most of three hundred and fifty years ago, are showing signs of exhaustion, and therefore questioned in several fields of knowledge. This study presents and discusses the Cartesian-Newtonian paradigm depletion situation, which is the core of so called instrumental reason, and presents the general lines of a new emerging thought that propose to overcome them, in a science in general, as more, specifically, in education. In this overview of critical instrumental reason propositions, we expose, as examples, the ideals of Paulo Freire and Edgar Morin, both challenging and problematizing the reductionist view still lingering in educational politics and practices, and that still very present in many university departments. The study was done through the hermeneutic method, comparing the work of both authors with major paradigmatic nowadays challenges. We had conclude that the ideas of both authors are convergent and are mutually harmonious and complementary, useful in the construction of a new pedagogical approach systemic, so interdisciplinary and multidimensional, always critical and reflective, that meets the current needs of an education increasingly technical, impersonal and mechanistic, in a world in crisis.
All the areas of knowledge are influenced by formal belief structures and implicit models of reality, called paradigms. Because these paradigms influences on academic and scientific practice, they also exert their influences on education and, consequently, in teaching practices and in their training process. However, nowadays it is clear that the pillars that have supported the paradigmatic science in general, for most of three hundred and fifty years ago, are showing signs of exhaustion, and therefore questioned in several fields of knowledge. This study presents and discusses the Cartesian-Newtonian paradigm depletion situation, which is the core of so called instrumental reason, and presents the general lines of a new emerging thought that propose to overcome them, in a science in general, as more, specifically, in education. In this overview of critical instrumental reason propositions, we expose, as examples, the ideals of Paulo Freire and Edgar Morin, both challenging and problematizing the reductionist view still lingering in educational politics and practices, and that still very present in many university departments. The study was done through the hermeneutic method, comparing the work of both authors with major paradigmatic nowadays challenges. We had conclude that the ideas of both authors are convergent and are mutually harmonious and complementary, useful in the construction of a new pedagogical approach systemic, so interdisciplinary and multidimensional, always critical and reflective, that meets the current needs of an education increasingly technical, impersonal and mechanistic, in a world in crisis.
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Tese de Doutoramento em Ciências da Educação
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Freire, Paulo Reglus Neves, 1921-1997 , Morin, Edgar, pseud., 1921- , Educação , Paradigmas , Razão instrumental , Construtivismo crítico , Pedagogia da autonomia