Reflexividade e prática educativa: uma análise das contribuições de Rousseau e Schön

• Ano de defesa: 2014
• Autor(a) principal: Andrade, Maria Wilma Aparecida da Silva Trajano
• Orientador(a): Paiva, Wilson Alves de
• Banca de defesa: Vento, Marisa Alves , Freitas, Raquel Aparecida Marra da Madeira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Reflexividade; Donald Schön; Rousseau; Formação de professores
• Palavras-chave em Inglês: Reflexive theory; Donald Schön; Rousseau; Teacher formation
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/1116

This master dissertation consists on a theoretical study and is about the reflexive practitioner approach - elaborated by Donald Schön - and Jean-Jacques Rousseau s reflexive entrepreneurship, well explored in the book Confessions and on his experience as a teacher (exposed in the Project of education for Mr. Mably s sons as well as on the book Emile or on education). The study tried to highlight the importance of autoreflexion for those under teaching studies, since it was linked to the Theories of education and pedagogic processes as the Graduate Program s area of research. Then pointing to the following questions: Does the educational project of Rousseau really focus a reflexive practice? Can the autoreflexion of the book Confessions be compared to Emile? If so, in what extent? Is it possible to compare Rousseau s reflexion to the reflexive approach of Schön? Are those analysis a good contribution to teaching process and teachers pedagogic practices? According to the study conducted, the answer is affirmative. Moreover, the authors ideas are proximate, despite the distance of time, mainly on the importance of practical and personal experiences to knowledge development. They also agree that the interactional relationship is of key importance to a substantial learning through an interactive dialogue between the master and the disciple (teacher-student for Schön, and tutor and disciple for Rousseau) mainly in order to solve problems. This study also highlights both authors concern on the finalities of knowledge. Is it to be used as instrument of transformation? Something to ameliorate the conditions of everyone involved? To improve social relations to better? As those questions may be updated to our times, Rousseau s philosophy and Schön s reflexions are not without importance. By the contrary, they are extremely necessary to think about the education problems we face nowadays.