É possível uma pedagogia das competências contra-hegemônica?: relações entre pedagogia das competências, construtivismo e neopragmatismo is a pedagogy of counter-hegemonic competencies possible?: the relationship between pedagogy of competencies, constructivism and neo-pragmatism

Clicks: 361
ID: 247318
2003
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Abstract
Resgatando a discussão sobre a origem das competências na pedagogia e sua possível ressignificação ao subordiná-la ao conceito de qualificação como relação social, questiona-se, aqui, a possibilidade de essa noção orientar a construção de uma pedagogia contra-hegemônica. Tal questionamento é realizado analisando-se possíveis relações entre a pedagogia das competências, o (neo) pragmatismo e o chamado construtivismo radical, que podem estar fundando uma epistemologia pós-moderna, coerente com algumas tendências contemporâneas da Filosofia da Educação, com implicações sobre as teorias pedagógicas. Demonstrando que essas tendências negam a objetividade do conhecimento, admitindo-se o relativismo e o subjetivismo, conclui-se que a construção de uma pedagogia contra-hegemônica deve superar os princípios que dão significado à noção de competência e resgatar o trabalho como princípio educativo sob a perspectiva histórico-crítica das relações sociais.
Returning to the debate on the origins of competencies in pedagogy and to the possibility of giving it a new meaning by subordinating it to the concept of qualification as social relation, this paper investigates the possibility of this notion becoming the basis for the construction of a counter-hegemonic pedagogy. This investigation is carried out through an analysis of the possible relations between the pedagogy of competencies, the neo-pragmatism and the so-called radical constructivism, all of which may be generating a post-modern epistemology, coherent with some contemporary trends in the Philosophy of Education and with implications for pedagogical theories. By demonstrating that these trends deny the objectivity of knowledge, thus admitting relativism and subjectivism, we conclude that the construction of a counter-hegemonic pedagogy must go beyond the principles that give a meaning to the notion of competency and turn to the notion of work as an educational principle under the historical-critical perspective of social relations.
Reference Key
ramos2003trabalho, Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Marise Nogueira Ramos
Journal American journal of human genetics
Year 2003
DOI
10.1590/S1981-77462003000100008
URL
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1981-77462003000100008
Keywords
competencies constructivism qualification pragmatismeducation (general)medicine (general)

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