Education as a path to human comprehension: : development of intersubjectivity based on complexity

The purpose of this paper is to reflect upon the contents and structural reforms that universities have to consider in order to provide education in the field of human comprehension. The analysis starts by wondering if it is at all possible to provide education that prepares subjects for their mutua...

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Principais autores: Lorenzon, Adriane, Romero Gallardo, Michelle
Formato: Online
Idioma:por
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/educacaoemquestao/article/view/17095
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spelling oai:periodicos.ufrn.br:article-170952021-04-01T17:13:08Z Education as a path to human comprehension: : development of intersubjectivity based on complexity Educación para la comprensión humana:: desarrollo de la intersubjetividad desde la complejidad Educación para la comprensión humana:: desarrollo de la intersubjetividad desde la complejidad Lorenzon, Adriane Romero Gallardo, Michelle Compreensão humana. Complexidade. Aprendizagem. Educação superior. Human comprehension. Complexity. Learning. Higher education. Comprensión humana. Complejidad. Aprendizaje. Educación superior. The purpose of this paper is to reflect upon the contents and structural reforms that universities have to consider in order to provide education in the field of human comprehension. The analysis starts by wondering if it is at all possible to provide education that prepares subjects for their mutual comprehension, through dialogue, empathy and a new understanding of the role of education. The text analyzes why this kind of education would be necessary and pertinent for society. The article, methodologically developed as a documental research, resorts to authors such as Edgar Morin and Léa Camargos Anastasiou as part of its analytical frame. The results of this discussion state that it is possible to provide education focused on human comprehension, a task that would depend on notions such as “thinking reform”, pedagogy 2.0, integrative pedagogical practice, and an emphasis on educational models focused on learning, self-knowledge and permanent education, from a complex and transdisciplinary perspective. El objetivo de este artículo es reflexionar acerca de los conocimientos y reformas estructurales que conlleva en el ámbito universitario la educación para la comprensión humana. Para alcanzar este propósito, se parte de la pregunta detonadora con respecto a: en qué medida es posible o no educar para la comprensión entre personas, a partir del diálogo, la empatía y un nuevo entendimiento del papel de la educación. El texto indaga por qué una educación de este tipo sería o no necesaria y pertinente para la sociedad. El artículo, metodológicamente desarrollado como una investigación documental, ha incorporado en su marco analítico a autores como Edgar Morin y Léa Camargos Anastasiou. El resultado del análisis evalúa que es posible una educación para la comprensión humana con fundamentación en nociones como la reforma del pensamiento, la pedagogía 2.0, prácticas pedagógicas integrativas, con énfasis en el modelo centrado en el aprendizaje, el autoconocimiento y la educación permanente, desde una perspectiva compleja y transdisciplinaria. O objetivo deste artigo é de proceder a uma reflexão sobre os conhecimentos e reformas estruturais que a educação para a compreensão humana implica no contexto universitário. Para atingir este propósito, se parte da pergunta geradora relacionada a: em que medida é possível ou não educar para a compreensão entre pessoas, a partir do diálogo, a empatia e um novo entendimento do papel da educação. O texto investiga por que uma educação deste tipo seria ou não necessária e pertinente para a sociedade. O artigo, metodologicamente desenvolvido como uma investigação documental, incorporou em seu marco analítico autores como Edgar Morin e Léa Camargos Anastasiou. O resultado da análise avalia que é possível uma educação para a compreensão humana com fundamentação em noções como a reforma do pensamento, a pedagogia 2.0, práticas pedagógicas integrativas, com ênfase no modelo educativo centrado na aprendizagem, no autoconhecimento e na educação permanente, desde uma perspectiva complexa e transdisciplinar. Portal de Periódicos Eletrônicos da UFRN 2019-05-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/17095 Revista Educação em Questão; v. 57 n. 53 (2019): jul./set. 2019 1981-1802 0102-7735 10.21680/1981-1802.2019v57n53 por https://periodicos.ufrn.br/educacaoemquestao/article/view/17095/11814
institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Lorenzon, Adriane
Romero Gallardo, Michelle
spellingShingle Lorenzon, Adriane
Romero Gallardo, Michelle
Education as a path to human comprehension: : development of intersubjectivity based on complexity
author_facet Lorenzon, Adriane
Romero Gallardo, Michelle
author_sort Lorenzon, Adriane
title Education as a path to human comprehension: : development of intersubjectivity based on complexity
title_short Education as a path to human comprehension: : development of intersubjectivity based on complexity
title_full Education as a path to human comprehension: : development of intersubjectivity based on complexity
title_fullStr Education as a path to human comprehension: : development of intersubjectivity based on complexity
title_full_unstemmed Education as a path to human comprehension: : development of intersubjectivity based on complexity
title_sort education as a path to human comprehension: : development of intersubjectivity based on complexity
description The purpose of this paper is to reflect upon the contents and structural reforms that universities have to consider in order to provide education in the field of human comprehension. The analysis starts by wondering if it is at all possible to provide education that prepares subjects for their mutual comprehension, through dialogue, empathy and a new understanding of the role of education. The text analyzes why this kind of education would be necessary and pertinent for society. The article, methodologically developed as a documental research, resorts to authors such as Edgar Morin and Léa Camargos Anastasiou as part of its analytical frame. The results of this discussion state that it is possible to provide education focused on human comprehension, a task that would depend on notions such as “thinking reform”, pedagogy 2.0, integrative pedagogical practice, and an emphasis on educational models focused on learning, self-knowledge and permanent education, from a complex and transdisciplinary perspective.
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2019
url https://periodicos.ufrn.br/educacaoemquestao/article/view/17095
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AT lorenzonadriane educacionparalacomprensionhumanadesarrollodelaintersubjetividaddesdelacomplejidad
AT romerogallardomichelle educacionparalacomprensionhumanadesarrollodelaintersubjetividaddesdelacomplejidad
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