Instituição de ensino superior : alternativas pedagógicas
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2011
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Edições Universitárias Lusófona
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Apresenta-se uma retrospectiva da história das universidades brasileiras, e síntese das tendências pedagógicas na prática docente, no Brasil. Parte das mais tradicionais e
neoliberais, às mais dialógicas e libertadoras, como a Tendência Pedagógica Crítico Social dos Conteúdos, também buscando construir uma visão mais ampla das universidades e
dos autores, que caminham para compreender a dinâmica do ensino superior em sua época. Reafirma que a contínua transformação filosófica, política e pedagógica podem
interferir nas relações educativas, quando busca entender o papel social das Instituições de Ensino Superior, desde sua origem até a nossa época. Reflete sobre a importância da
prática pedagógica, utilizar métodos que considerem a realidade dos educandos e tome os seus problemas e necessidades como ponto de partida. Métodos centrados nas
discussões de temas sociais e políticos, sendo a Crítico-social dos conteúdos a única que proporciona confrontar conhecimentos sistematizados com as experiências
sócio-culturais e a vida concreta. Nas atuais práticas de ensino, as Tendências (Liberal e Progressista) embora antagônicas se mesclam na prática educativa. Isto se dá porque o
sistema educacional foi fundado pela pedagogia liberal tradicional, tendência vigente na época em que o sistema de ensino começava a se organizar, e representava os interesse
da classe dominante.
This paper presents a retrospective of the history of Brazilian universities, and synthesis of educational trends in teaching practice in Brazil. We part of the most traditional and neoliberal, the more dialogical and liberating, as the trend of Social Critical Pedagogical Content, also seeking to build a broader vision of universities and authors, who walk to understand the dynamics of higher education in his time. We reaffirm that the continuous transformation philosophical, political and educational relationships can interfere with education, while seeking to understand the social role of higher education institutions, from its origin to our time. We reflect on the importance of pedagogical practice, using methods that consider the reality of the students and take their problems and needs as a starting point. Methods focused on discussions of social and political issues, and the Critical-social content that provides the only systematic knowledge to confront the socio-cultural experiences and real life. In the current teaching practices, Trends (Liberal and Progressive), although antagonistic mingle in educational practice. This is because the educational system was founded by the traditional liberal pedagogy, current trends at the time that the education system began to organize, and represented the interests of the ruling class.
This paper presents a retrospective of the history of Brazilian universities, and synthesis of educational trends in teaching practice in Brazil. We part of the most traditional and neoliberal, the more dialogical and liberating, as the trend of Social Critical Pedagogical Content, also seeking to build a broader vision of universities and authors, who walk to understand the dynamics of higher education in his time. We reaffirm that the continuous transformation philosophical, political and educational relationships can interfere with education, while seeking to understand the social role of higher education institutions, from its origin to our time. We reflect on the importance of pedagogical practice, using methods that consider the reality of the students and take their problems and needs as a starting point. Methods focused on discussions of social and political issues, and the Critical-social content that provides the only systematic knowledge to confront the socio-cultural experiences and real life. In the current teaching practices, Trends (Liberal and Progressive), although antagonistic mingle in educational practice. This is because the educational system was founded by the traditional liberal pedagogy, current trends at the time that the education system began to organize, and represented the interests of the ruling class.
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EDUCAÇÃO, EDUCATION, PRÁTICAS PEDAGÓGICAS, PEDAGOGICAL PRACTICES, METODOLOGIAS, METHODOLOGIES, ENSINO SUPERIOR, HIGHER EDUCATION, BRASIL, BRAZIL