Docência transdisciplinar: em busca de novos princípios para ressignificar a prática educacional

• Ano de defesa: 2007
• Autor(a) principal: Arnt, Rosamaria de Medeiros
• Orientador(a): Moraes, Maria Cândida Borges
• 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: Educação
• País: BR
• Palavras-chave em Português: transdisciplinaridade; formação de professores; complexidade; educação para a paz; docência; Professores > Formacao profissional; Interdisciplinaridade em educacao; Educacao para a paz
• Palavras-chave em Inglês: Transdisciplinarity; teachers education; complexity; education for the peace; docency
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/9979

The main subject of this research is transdisciplinary docency, intending to find, in the foundations of transdisciplinarity, new principles to give new meanings to the educational practice, bearing in mind the needs of our time. The education is presented as a path, gathering, through changes, the hope of a fairer life, more balanced in its relations with the environment, more fraternal and solidary. The teachers face the challenge of stimulate uninterested students, who are not connected with what happens in their schools. The school seems to unattached itself from its students lives, its community and even the teachers, employees and managers who work at it. The research is developed in a qualitative approach, through experiencias formadoras which make it possible to learn articulating know-how and knowledge, meanings and values. From experiences that interrupt way of thinking it is born an attempt to, through questioning, understand what happened. It is the beginning of a reflexive process which make us dialogue with theories and ideas that allow us to understand and analyze this experience, giving it a new meaning. Therefore these experiences become experiencias fundadoras , which allow us to think about new docency principles, based on transdisciplinarity. This principles are starting points, which are related in a opened, dynamic and processual way, marked by dialogue and by not being static, which allows new arrangements, incorporating ideas, providing an opportunity to new experiences, making a continuous process of acquiring knowledge and teacher education. In this panorama, having experiencias fundadoras e formadoras as a start, i believe that the transdisciplinary ethic must be the base to re-evaluate the docency. This transdisciplinary ethic is based on the triangulo da vida , that is the relations of interdependency between the individual, the society and the environment that provide life. To this I add the concept of transdisciplinary subject, which covers the complex thought, the multidimensionality of the levels of reality and the zone of non-resistance, to understand the human multidimensionality and the need to articulate the different sciences, the philosophy, the arts, the traditions and the spiritual experiences in the educational practice. Therefore, the new principles that emerge from this research are: recognizing the world we live in, discovering our time to be, sheltering the others, weaving our living together, building in a group. At the end, with all new principles delineated, I evaluate its contribution to the docency formation, propose questions that help us to think in the education of a transdisciplinary docency, aiming the education for a planetary citizenship which needs to incorporate the idea of the education in peace and for peace