O sujeito psicológico e o tempo da aprendizagem
Resumo
Normalmente a escola considera, em sua prática pedagógica, o aluno apenas como um sujeito universal, relegando sua subjetividade a um segundo plano. Dessa visão, surgem obstáculos para a aprendizagem, tais como a desconsideração das particularidades social, afetiva e cognitiva do estudante. Os dados coletados neste estudo indicam que esse fato desdobra-se em um tempo da aprendizagem que está ligado aos conteúdos programáticos. Ao padronizar o ensino, o professor tende a condicionar o sujeito em uma posição passiva na sala de aula, extinguindo a possibilidade de ação e de uma dimensão interativa do aprender.
Palavras-chave: Psicologia Genética. Epistemologia Genética. Jean Piaget. Aprendizagem.
The psychological subject and the time of the learning
AbstractNormally the school considers in his pedagogical practice, the student only as a universal subject, relegating his subjectivity to a second level. From this vision, obstacles for learning appear, such as the disregard for the social, affective and cognitive peculiarities of the student. The data collected in this study indicate that this fact is unfolded in a time of the learning what is connected to the programmatic contents. In the standard education, the teacher has the tendency to stipulate the subject in a passive position in the classroom, extinguishing the possibility of action and of an interactive dimension of learning.
Key-words: Genetic Psychology, Genetic Epistemology, Jean Piaget, Learning.
Palavras-chave: Psicologia Genética. Epistemologia Genética. Jean Piaget. Aprendizagem.
The psychological subject and the time of the learning
AbstractNormally the school considers in his pedagogical practice, the student only as a universal subject, relegating his subjectivity to a second level. From this vision, obstacles for learning appear, such as the disregard for the social, affective and cognitive peculiarities of the student. The data collected in this study indicate that this fact is unfolded in a time of the learning what is connected to the programmatic contents. In the standard education, the teacher has the tendency to stipulate the subject in a passive position in the classroom, extinguishing the possibility of action and of an interactive dimension of learning.
Key-words: Genetic Psychology, Genetic Epistemology, Jean Piaget, Learning.