Abstract
Considering theoretical assumptions about educational paradigms, this study points to necessary changes in pedagogical concepts towards a theoretical-practical framework capable of nurturing moral and ethical values. It refers to a conception that aims at human development in its wholeness; that values the care of oneself, of the other and the environment; that allows critical and dialogical reflections; and that, through solidarity practices, seeks a new type of society by means of changing attitudes. The study focuses on the ecosystem paradigm, which boosts the enchantment towards education, without, however, disregarding the impacts and/or contributions of the other paradigms to education. As contributions, the paper introduces a profile of teachers who educate and a profile of students who are educated, within the scope of pedagogical trends that permeate educational paradigms.
Highlights
No percurso histórico da educação brasileira, as instituições de ensino foram influenciadas por diferentes paradigmas educacionais
Considering theoretical assumptions about educational paradigms, this study points to necessary changes in pedagogical concepts towards a theoretical-practical framework capable of nurturing moral and ethical values
The study focuses on the ecosystem paradigm, which boosts the enchantment towards education, without, disregarding the impacts and/or contributions of the other paradigms to education
Summary
Ao longo da história a educação foi (e ainda é) pautada por diferentes tendências pedagógicas, cujo propósito consiste na formação de sujeitos com base em concepções sociais, políticas, econômicas, antropológicas, históricas, entre outras. Cada abordagem tem suas próprias concepções à formação humana, algumas são pautadas pelos valores e preceitos de discursos racionais e políticos, que exercem profundas influências nas dimensões políticas, econômicas da sociedade; outras são concebidas em uma perspectiva crítica, que de forma incessante visam promover a liberdade, a igualdade e a autonomia do homem. Este estudo tem por objetivo evidenciar as tendências pedagógicas provenientes dos paradigmas positivista, interpretativo, sociocrítico e. Na segunda seção são evidenciadas as tendências pedagógicas dos paradigmas educacionais e a perspectiva pedagógica abordada para a formação humana. Uma das expectativas deste trabalho é que os educadores façam a autorreflexão: - o paradigma educacional adotado na minha prática pedagógica é capaz de envolver os estudantes e mobilizá-los para uma formação emancipatória, crítica e ecoformadora?
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