Contribuições do entrelaçamento entre a Maiêutica Socrática e a pedagogia freireana para o ensino
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2021-11
Autores
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Neuenfeldt, Derli Juliano
Banca
Silva, Jacqueline Silva da
Quartieri, Marli Teresinha
Hammes, Itamar Luís
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Este estudo investigou contribuições do entrelaçamento entre a maiêutica socrática e a pedagogia freireana para o ensino na atualidade. A pesquisa caracteriza-se como qualitativa. Os procedimentos técnicos empregados foram a pesquisa bibliográfica e de campo. Primeiramente analisou-se as principais obras de Platão, a respeito de Só- crates, e de Paulo Freire, a fim de entrelaçar o conhecimento produzido por esses pensadores. Posteriormente, realizou-se a pesquisa de campo, com o propósito de relacionar os pressupostos da maiêutica e da pedagogia freireana com o ensino atual na Educação Básica. As informações da prática pedagógica no contexto escolar foram coletadas por meio de entrevista semiestruturada realizada com quatro professores que atuam em uma escola particular do RS/Brasil. Em relação às informações, reali- zou-se análise textual discursiva proposta por Moraes e Galiazzi (2006), resultando da pesquisa bibliográfica, quatro categorias emergentes, denominadas de princípios pedagógicos, sendo eles: o diálogo, que é o caminho utilizado pelos dois métodos de ensino, socrático e freireano, na construção do conhecimento e na fecundação do saber; a libertação, Sócrates afirmava que o ser humano deveria ter como busca central de sua existência o autoconhecimento pois ele conduz a libertação humana, Freire também acredita que somente através do despertar para o conhecimento é que o ser humano pode encontrar a libertação; professor “fecundador” e “parteiro”, destaca-se a atuação do professor como mediador do processo de ensino e de apren- dizagem, evidenciando o papel decisivo do educador de primeiramente “fecundar”, posteriormente “parir” ideias que foram despertadas no processo educativo; centrali- dade no aluno a partir da fecundação tornando-o protagonista de sua própria apren- dizagem, fazendo do ensino algo significativo. Além dessas, emergiram três catego- rias a partir das entrevistas: Práticas pedagógicas: construção constante a partir da leitura de mundo, sendo identificados no discurso dos professores pressupostos da maiêutica e da pedagogia freireana na atuação cotidiana dos professores; Contri- buição do ensino para a sociedade atual, na qual consolida-se o pensamento que o ensino é transformador, pois, além de ensinar conteúdos, conceitos e práticas o professor fecunda sonhos, esperanças em alunos que são seres humanos, que pre- cisam serem fecundados para que possam partejar novos conhecimentos, esses ne- cessários para intervir no mundo em que estão inserido; O nascer constante do aluno crítico, essa categoria discute o pensamento do filósofo Sócrates e do educa- dor Paulo Freire a respeito da necessidade de ter-se seres humanos mais críticos e atuantes para transformar a sociedade. Assim, conclui-se que Sócrates e Paulo Freire, mesmo tendo vividos em contextos históricos muito distantes, apresentam propostas metodológicas que podem contribuir para o desenvolvimento de um ensino que vise a formação de sujeitos críticos na Educação Básica. Entende-se que este estudo con- tribui, mesmo que de forma singela, para os diversos desafios que o ensino brasileiro precisa enfrentar, podendo inspirar outros professores a fecundar e partejar novas possibilidades pedagógicas, além de fortalecer a compreensão que o ensino pode ser libertador.
This study investigated the contributions of the intertwining between Socratic Maieutics and Freirean pedagogy for teaching today. The research is characterized as qualitative. The technical procedures used were bibliographic and field research. First, we analyzed the main works of Plato, about Socrates, and Paulo Freire, in order to intertwine the knowledge produced by these thinkers. Subsequently, field research was carried out, with the aim of relating the assumptions of maieutics and Freirean pedagogy with current teaching in Basic Education. Information on pedagogical practice in the school context was collected through semi-structured interviews conducted with four teachers who work at a private school in RS/Brazil. Regarding the information, a discursive textual analysis proposed by Moraes and Galiazzi (2006) was performed, resulting, from the bibliographical research, in four emerging categories, called pedagogical principles, namely: dialogue, which is the path used by two teaching methods, Socratic and Freirean, in the construction of knowledge and in the fertilization of knowledge; liberation, Socrates stated that the human being should have self- knowledge as the central search of his existence because it leads to human liberation, Freire also believes that only through awakening to knowledge can human beings find liberation; “fertilizer” and “midwife” teacher, the role of the teacher as a mediator of the teaching and learning process stands out, evidencing the decisive role of the educator of firstly “fertilizing”, later “giving birth” to ideas that were awakened in the educational process; centrality in the student from fertilization, making him the protagonist of his own learning, making teaching something significant. In addition to these, three categories emerged from the interviews: Pedagogical practices: constant construction from the reading of the world, identified in the discourse of teachers as presuppositions of maieutics and Freirean pedagogy in the daily work of teachers; Contribution of teaching to today's society, in which the thought that teaching is transformative is consolidated, because, in addition to teaching content, concepts and practices, the teacher fertilizes dreams, hopes in students who are human beings, who need to be fertilized so that they can deliver new knowledge, which is necessary to intervene in the world in which they are inserted; The constant birth of the critical student, this category discusses the thinking of philosopher Socrates and educator Paulo Freire regarding the need to have more critical and active human beings to transform society. Thus, it is concluded that Sócrates and Paulo Freire, even having lived in very distant historical contexts, present methodological proposals that can contribute to the development of teaching aimed at training critical subjects in Basic Education. It is understood that this study contributes, even if in a simple way, it contributes to the various challenges that Brazilian education needs to face, and may inspire other teachers to fertilize and deliver new pedagogical possibilities, in addition to strengthening the understanding that teaching can be liberator.
This study investigated the contributions of the intertwining between Socratic Maieutics and Freirean pedagogy for teaching today. The research is characterized as qualitative. The technical procedures used were bibliographic and field research. First, we analyzed the main works of Plato, about Socrates, and Paulo Freire, in order to intertwine the knowledge produced by these thinkers. Subsequently, field research was carried out, with the aim of relating the assumptions of maieutics and Freirean pedagogy with current teaching in Basic Education. Information on pedagogical practice in the school context was collected through semi-structured interviews conducted with four teachers who work at a private school in RS/Brazil. Regarding the information, a discursive textual analysis proposed by Moraes and Galiazzi (2006) was performed, resulting, from the bibliographical research, in four emerging categories, called pedagogical principles, namely: dialogue, which is the path used by two teaching methods, Socratic and Freirean, in the construction of knowledge and in the fertilization of knowledge; liberation, Socrates stated that the human being should have self- knowledge as the central search of his existence because it leads to human liberation, Freire also believes that only through awakening to knowledge can human beings find liberation; “fertilizer” and “midwife” teacher, the role of the teacher as a mediator of the teaching and learning process stands out, evidencing the decisive role of the educator of firstly “fertilizing”, later “giving birth” to ideas that were awakened in the educational process; centrality in the student from fertilization, making him the protagonist of his own learning, making teaching something significant. In addition to these, three categories emerged from the interviews: Pedagogical practices: constant construction from the reading of the world, identified in the discourse of teachers as presuppositions of maieutics and Freirean pedagogy in the daily work of teachers; Contribution of teaching to today's society, in which the thought that teaching is transformative is consolidated, because, in addition to teaching content, concepts and practices, the teacher fertilizes dreams, hopes in students who are human beings, who need to be fertilized so that they can deliver new knowledge, which is necessary to intervene in the world in which they are inserted; The constant birth of the critical student, this category discusses the thinking of philosopher Socrates and educator Paulo Freire regarding the need to have more critical and active human beings to transform society. Thus, it is concluded that Sócrates and Paulo Freire, even having lived in very distant historical contexts, present methodological proposals that can contribute to the development of teaching aimed at training critical subjects in Basic Education. It is understood that this study contributes, even if in a simple way, it contributes to the various challenges that Brazilian education needs to face, and may inspire other teachers to fertilize and deliver new pedagogical possibilities, in addition to strengthening the understanding that teaching can be liberator.
Descrição
Palavras-chave
Ensino; Maiêutica Socrática; Pedagogia Freireana; Professor; Aluno; Teaching; Socratic Maieutics; Freirean Pedagogy; Teacher; Student
Citação
KUNZLER, Luana. Contribuições do entrelaçamento entre a Maiêutica Socrática e a pedagogia freireana para o ensino. 2021. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 14 dez. 2021. Disponível em: http://hdl.handle.net/10737/3297.