O desenvolvimento cognitivo a partir dos cenários educacionais do século XXI : reflexões sobre ensino e aprendizagem
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Data
2024-05-21
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University of Lusophone Humanities and Technology
Resumo
O presente estudo visa compreender o desenvolvimento cognitivo a partir dos cenários educacionais do século XXI no que concerne ao ensino e aprendizagem. A partir de reflexões sobre Educação no século XXI, estabeleço relação epistemológica entre desenvolvimento, cenários educacionais, produção de conhecimento como efeito da atribuição de sentido pelo sujeito, visando ainda contribuições ao campo da Cognição e da Educação. Assim, este estudo traz como problematicidade a concepção de educação no século XXI frente a sociedade digital, compreendendo que os trajetos da aprendizagem são singulares e significativos. O corpus documental da pesquisa foi composto por reflexões nos estudos fundados em Lévy, Lima Jr., Maffesoli e Silva Neto. Tratou-se, portanto, de pesquisa teórica no campo da Educação, com suporte na elaboração, produção de sentido e imersão na relação sujeito-objeto numa perspectiva dinâmica e singular. Este estudo não apresentou soluções prontas nem respostas, mas trouxe provocações resultantes do processo de elaboração e produção textual singular, oportunizando um novo olhar, questionamentos e, assim, ocasionando uma criação potencial, ao fazer deslocamento a partir dos cenários educacionais e as reflexões sobre ensino e aprendizagem na elaboração de sentido, como ato singular na constituição do sujeito, dando maior destaque à via do saber.
The present study aims to understand cognitive development from the educational scenarios of the 21st century with regard to teaching and learning. Based on reflections on Education in the 21st century, I establish an epistemological relationship between development, educational scenarios, knowledge production as an effect of the attribution of meaning by the subject, also aiming at contributions to the field of Cognition and Education. Thus, this study brings as problematic the conception of education in the 21st century vis-à-vis the digital society, understand¬ing that the learning paths are unique and significant. The documentary corpus of the research was composed of reflections in the studies founded on Lévy, Lima Jr., Maffesoli and Silva Neto. It was, therefore, theoretical research in the field of Education, with support in the elaboration, production of meaning and immersion in the subject-object relationship in a dynamic and singular perspective. This study did not present ready-made solutions or answers, but it brought provocations resulting from the process of elaboration and unique textual production, providing a new look, questions and, thus, causing a potential creation, by making displacement from educational scenarios and reflections on teaching and learning in the elaboration of meaning, as a singular act in the constitution of the subject, giving greater prominence to the path of knowledge.
The present study aims to understand cognitive development from the educational scenarios of the 21st century with regard to teaching and learning. Based on reflections on Education in the 21st century, I establish an epistemological relationship between development, educational scenarios, knowledge production as an effect of the attribution of meaning by the subject, also aiming at contributions to the field of Cognition and Education. Thus, this study brings as problematic the conception of education in the 21st century vis-à-vis the digital society, understand¬ing that the learning paths are unique and significant. The documentary corpus of the research was composed of reflections in the studies founded on Lévy, Lima Jr., Maffesoli and Silva Neto. It was, therefore, theoretical research in the field of Education, with support in the elaboration, production of meaning and immersion in the subject-object relationship in a dynamic and singular perspective. This study did not present ready-made solutions or answers, but it brought provocations resulting from the process of elaboration and unique textual production, providing a new look, questions and, thus, causing a potential creation, by making displacement from educational scenarios and reflections on teaching and learning in the elaboration of meaning, as a singular act in the constitution of the subject, giving greater prominence to the path of knowledge.
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EDUCATION, COGNITIVE DEVELOPMENT, TEACHING-LEARNING PROCESS, EDUCAÇÃO, DESENVOLVIMENTO COGNITIVO, PROCESSO DE ENSINO-APRENDIZAGEM, Revista Lusófona de Educação n 62 (2024)
Citação
Neto, A R D S 2024, 'O desenvolvimento cognitivo a partir dos cenários educacionais do século XXI : reflexões sobre ensino e aprendizagem', Revista Lusófona de Educação, vol. 62, no. 62, pp. 43-56. https://doi.org/10.24140/issn.1645-7250.rle62.03