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Abstract(s)
Na atualidade a educação de adultos é, muitas vezes, interpretada como uma estratégia adaptativa que permite ao educando fazer face às exigências e desafios tecnológicos provenientes do mercado de trabalho e das exigências da sociedade da informação. Esta visão estritamente tecnológica está, normalmente, associada à convicção de que educar adultos é “ensinar a fazer” ou num nível que se supõe de maior complexidade, “ensinar a resolver”. Sem desvalorizar estas capacidades ou competências importa refletir sobre outros tipos de saberes necessários ao longo de todo a vida, o que nos remete para a imperativa reflexão sobre a dimensão da educação enquanto projeto e das suas finalidades. Partindo deste pressuposto, propõe-se uma reflexão sobre algumas implicações para a ação educativa decorrentes de diferentes posicionamentos filosóficos, no sentido de contribuir para o reconhecimento da necessidade de uma fundamentação teórica crítica e reflexiva da ação no âmbito da educação de adultos.
Nowadays, adult education is often interpreted as an adaptive strategy that allows the student to face the technological demands and challenges arising from the labor market and the demands of the information society. This strictly technological view is usually associated with the conviction that educating adults is "teaching to do" or, at a more complex level, "teaching to solve". Without undervaluing these skills or competences, it is important to reflect on other types of knowledge needed throughout life, which brings us to the imperative reflection on the dimension of education as a project and its purposes. From this assumption, we propose to reflect on some implications for educational action, arising from different philosophical positions, in order to contribute to the recognition of the need for a critical and reflective theoretical foundation of action, in the field of adult education.
Nowadays, adult education is often interpreted as an adaptive strategy that allows the student to face the technological demands and challenges arising from the labor market and the demands of the information society. This strictly technological view is usually associated with the conviction that educating adults is "teaching to do" or, at a more complex level, "teaching to solve". Without undervaluing these skills or competences, it is important to reflect on other types of knowledge needed throughout life, which brings us to the imperative reflection on the dimension of education as a project and its purposes. From this assumption, we propose to reflect on some implications for educational action, arising from different philosophical positions, in order to contribute to the recognition of the need for a critical and reflective theoretical foundation of action, in the field of adult education.
Description
Keywords
Filosofia da Educação Educação de Adultos Formação de educadores de adultos
Citation
Bergano, Sofia (2019). Reflexões sobre o papel da filosofia da educação na formação de educadores de adultos. Ensaios Pedagógicos (Sorocaba). ISSN 2527-158X. 3:3, p. 37-45
Publisher
Universidade Federal de São Carlos