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Littérature scientifique sur le sujet « Pedagogical epistemology »

Auteur : Grafiati

Publié le 9 mars 2023

Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "Pedagogical epistemology"

Sousa, Tairone Lima de, and André Ferrer Pinto Martins. "Gaston Bachelard e a educação: por uma pedagogia da formação." Cadernos de Pesquisa 27, no. 1 (2020): 401. http://dx.doi.org/10.18764/2178-2229.v27n1p401-430.

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ResumoA epistemologia de Gaston Bachelard critica as formas tradicionais de ensino ao entender a educação com o sentido de formação, defendendo uma formação permanente dos sujeitos. Esse sentido de formação, no pensamento bachelardiano, percorre as duas vertentes da sua obra – a científi ca e a poética – ressaltando a impreterível necessidade da vivência do real e do irreal para a formação do sujeito. É por um processo copioso de desiludir-se, retifi car os erros e afastar os obstáculos que Bachelard entende a formação permanente do homem, que nunca se apresenta a priori objetivo, mas com um p

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Gagaev, Pavel A. "On the Epistemology of Classes in Pedagogy at a Higher Educational Institution." Review of Omsk State Pedagogical University. Humanitarian research, no. 44 (2024): 153–56. https://doi.org/10.36809/2309-9380-2024-44-153-156.

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The article examines the problem of the epistemology of classes in Pedagogics in higher education. It criticises the rational-positivistic approach to teaching pedagogy in higher education. It substantiates the need to turn to the provisions of intuitionistic and idealistic-substrate reflections in pedagogic classes. Through the latter, the irrational-idealistic — universally conditioned — nature of human spirituality is consistently taken into account in pedagogical interaction. A scheme for introducing these reflections into the learning process is outlined. It is stated that this is appropr

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Zhu, Gang, and Aidong Zhang. "Understanding ESL Preservice Teachers’ Metaphorical Epistemology in the Teaching Practicum Context." International Journal of Contemporary Education 6, no. 1 (2023): 65. http://dx.doi.org/10.11114/ijce.v6i1.6098.

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This study examined twenty English as Second Language (ESL) preservice teachers’ learning-to-teach experiences amid the teaching practicums from the perspectives of social realist theory and practice architectures in the US. Through iterative discourse analysis and constant-comparative approach, this paper reveals four aspects of the participants’ metaphorical epistemology. First, the participants developed the constructivist metaphorical epistemology on ESL teaching by grappling with the emergent properties and practice architectures. Second, the participants’ metaphorical epistemology change

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Eun, Eunsuk. "The Epistemology of Geometry and Its Pedagogical Implication." Journal of The Society of Philosophical Studies 65 (April 30, 2022): 191–245. http://dx.doi.org/10.26839/ps65.6.

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Ponchirolli, Osmar, and Marilda Aparecida Behrens. "Innovative practice in teacher training from the perspective of complexity epistemology: an experience report." Concilium 24, no. 17 (2024): 70–87. http://dx.doi.org/10.53660/clm-3951-24r07.

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This article aims to analyze the relevance of presenting and reflecting on innovative practice in teacher training from the perspective of complex thinking. We chose the studies of Edgar Morin, who formulates the complexity epistemology. The research problem was: how can Edgar Morin's epistemology of complexity, which embraces the reform of thought and the reconnection of knowledge, support innovative practice in teacher training? The research methodology was qualitative, of the action-research type, which is justified because the author carried out an intervention with teachers, through a thr

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Feitosa, Pedro Walisson Gomes, Jolouise Ramos Correia, Thailine Francis Leite, Rodrigo Silva Nascimento, Vitor Lucas Daves de Moraes Oliveira, and Cicero Lucas Gomes Ramalho. "Registros Epistêmicos, Práticas e Saberes: Experiências de um Encontro Pedagógico Realizado pelo Observatório Maria Parteira / Epistemic Records, Practices and Knowledge: Experiences of a Pedagogical Meeting Held by the Maria Midwife Observatory." ID on line. Revista de psicologia 16, no. 61 (2022): 204–9. http://dx.doi.org/10.14295/idonline.v16i61.3523.

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Resumo: Este trabalho tem por objetivo apresentar as experiências do I Círculo de Saberes – Colhendo a cura e as tradições caririenses, desenvolvido pelo Observatório de Práticas Culturais em Saúde, junto ao projeto Raízes da Cura e o coletivo Urucongo de artes, discutindo sobre o ofício das meizinheiras e o uso de plantas medicinais. Com participação de meizinheiras, estudantes e professores, o encontro remoto proporcionou a construção de aprendizados e respeito à epistemologia em saúde popular.Palavras-chave: Saúde coletiva; Epistemologia; Práticas culturais; Saúde popular. Abstract: This wo

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Mina Harafah, Putri Julita, and Setiawati Setiawati. "Non-Formal Education as a Discipline." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 12, no. 4 (2024): 532. https://doi.org/10.24036/spektrumpls.v12i4.123746.

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This article tries to explore the epistemology of science, ontology of science, and axiology of science. Looking at these three things, we try to present the epistemology of science, ontology of science, and axiology of science from the perspective of non-formal education. Pedagogical ontology examines the nature of education. Pedagogical epistemology is related to the source or origin of education, elements of education, educational methods, educational goals, etc. Meanwhile, the axiology of education examines the use value of education. The nature of education is a conscious effort to develo

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Басенко, Руслан. "ІСТОРИКО-ПЕДАГОГІЧНА РЕКОНСТРУКЦІЯ РАННЬОМОДЕРНОЇ ІДЕЇ ЦІЛІСНОЇ ОСВІТИ ОСОБИСТОСТІ: КОНЦЕПТУАЛЬНО-ЕПІСТЕМОЛОГІЧНІ ІНТЕНЦІЇ ДОСЛІДЖЕННЯ". Педагогічні науки: теорія, історія, інноваційні технології 4, № 138 (2024): 357–69. http://dx.doi.org/10.24139/2312-5993/2024.04/357-369.

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The article is devoted to the analysis of the epistemological foundations of the historical and pedagogical study of the development of the idea of a holistic education of the individual in the European worldview systems of the early modern period. The author's vision of the research tools for the formation of historical and pedagogical knowledge is proposed, presented according to four conceptual and epistemological intentions: epistemes, concepts, priorities and risks. The author's definition of the concept of "conceptual and epistemological intentions of historical and pedagogical research"

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Vladimir, GUȚU. "PEDAGOGY FOR ADULTS: CONCEPT AND EPISTEMOLOGY." STUDIA UNIVERSITATIS MOLDAVIAE Științe ale Educației, no. 5(145) (2021): 3–9. https://doi.org/10.5281/zenodo.4883120.

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This article addresses the issue of establishing and developing adult pedagogy from the perspective of epistemology: to establish the factual categories and guidelines of adult pedagogy. The psychological and philosophical-pedagogical approaches to adult learning and education and the connection of adult pedagogy with other sciences are extensively analysed. The concept produced contributes to the elaboration of a Reference Framework of adult education in formal, non-formal and informal plan.

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Sobczak, Sławomir. "Max Scheler’s Epistemology of Values as the Basis for Pedagogical Thinking." Annales Universitatis Mariae Curie-Skłodowska, sectio J, Paedagogia-Psychologia 30, no. 3 (2018): 17. http://dx.doi.org/10.17951/j.2017.30.3.17.

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Thèses sur le sujet "Pedagogical epistemology"

Van, Keulen Michael J. "Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837378.

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<p> This study employed a model of basic qualitative research which explored teachers’ pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples

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BRAMBILLA, ROSSANA. "La differenza pedagogica. Consistenza e funzionamento del "campo" educativo." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2009. http://hdl.handle.net/10281/25187.

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Nonostante i suoi sforzi, il sapere pedagogico risulta ancora incapace di dire qualcosa di nuovo, rispetto agli altri saperi, circa l’educazione, la società e la cultura. Mentre la pedagogia si impegna soprattutto a produrre una sempre maggior quantità di finalità educative, la sua possibilità di dire qualcosa di nuovo circa l’educazione sembra invece legata a una inesplorata interpretazione di tre concetti importanti: quelli di scienza, epistemologia e critica. Assunti radicalmente, questi tre concetti potrebbero cambiare il rapporto tra la pedagogia e l’educazione, colmando anche la storica

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Luza, Robledo dos Santos. "Sobre a possibilidade de constituição de uma pedagogia do problema." reponame:Repositório Institucional da UCS, 2009. https://repositorio.ucs.br/handle/11338/499.

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O objetivo desta investigação é determinar a possibilidade de constituição de um discurso teórico que fundamente epistemologicamente a prática educativa baseada na atividade problematizante, respondendo ao seguinte problema de pesquisa: é possível constituir uma pedagogia do problema, considerando as implicações epistemológicas desta proposta? Ela está inserida na linha de pesquisa de Filosofia da Educação, do Programa de Pós-Graduação em Educação da Universidade de Caxias do Sul. Através da análise de enunciados e da análise interpretativa dos referenciais teóricos, efetuou-se uma análise crí

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Delavergne-Otty, Nicholas Tildesley. "Theatre and learning : a study of the relationship between the theatrical and pedagogical practice in Bertolt Brecht, Paulo Freire and Augusto Boal, including an account of the implementation of the ideas of those authors in a course at the University of." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361346.

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Carvalho, Antonia Dalva FranÃa. "A racionalidade pedagÃgica da aÃÃo dos formadores de professores: um estudo sobre a epistemologia da prÃtica docente nos Cursos de Licenciatura da Universidade Federal do PiauÃ." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=2446.

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CoordenaÃÃo de AperfeiÃoamento de NÃvel Superior<br>A presente Tese resulta de uma investigaÃÃo que tem por objeto a racionalidade pedagÃgica dos formadores de professores de uma universidade pÃblica. O objetivo foi identificar as razÃes em que estes formadores fundamentam suas aÃÃes, isto Ã, a matriz de convicÃÃes a respeito da escola, do ensino, dos alunos e do trabalho docente, que consolidam ou identificam um conjunto de caracterÃsticas especÃficas de sua prÃxis formativa. Insere-se, deste modo, no Ãmbito teÃrico recente, denominado epistemologia da prÃtica docente ou saberes docentes, cuj

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Fersula, Michele Gonçalves. "Concepções epistemológicas e pedagógicas da ação docente de professores de Ciências." Universidade Federal de Pelotas, 2013. http://repositorio.ufpel.edu.br/handle/ri/1916.

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Made available in DSpace on 2014-08-20T13:57:34Z (GMT). No. of bitstreams: 1 Michele_Goncalves_Fersula_Dissertacao.pdf: 587909 bytes, checksum: 67512b5c918e5fe936a0e92d56bbc7ec (MD5) Previous issue date: 2013-10-23<br>The speeches, arguments and justifications used by teachers in their everyday practice may reveal the theoretical perception in which they are immersed. Such perceptions are not created at random, otherwise they come from the assumption that it is natural to be and thinks this way. They emerge as a possibility to carry out their job and as a reflex of what they have lived, wh

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Lindner, Edson Luiz. "Uma arquitetura pedagógica apoiada em tecnologias da informação e comunicação : processos de aprendizagem em química no ensino médio." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/17715.

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A necessidade urgente de mudanças no Ensino Médio do Brasil motivou o pesquisador desta tese a propor mudanças na forma tradicional de se trabalhar a Química com os estudantes. Com a evolução das tecnologias de informação e comunicação, é necessário que o cidadão seja incluído na cultura digital para que possa fazer parte da sociedade globalizada dos dias atuais. Assim, também é tarefa da escola a busca da inclusão dos sujeitos nessa cultura digital. A utilização das novas tecnologias é importante e deve ser considerada quando se planejam atividades de aprendizagem com os alunos da Escola Bási

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Andrade, Jakeline Alencar. "Ética docente : estudo sobre o juízo moral do professor." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/15336.

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O presente estudo sobre ética docente consiste na análise descritiva e interpretativa da apropriação do cotidiano escolar através de reflexão e tomada de consciência dos professores sobre o dever ser da profissão e de como esse processo se constitui um instrumento de expansão de si próprio. Destacamos nos estudos da Epistemologia Genética piagetiana a importância da qualidade das relações interpessoais para o desenvolvimento geral do sujeito e, em particular, das tendências heterônomas e autônomas que regem a os juízos e as ações humanas e nos direcionam, através de sucessivas apropriações do

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Williams, Anthony Marlon. "The relationship between facilitation, computer software and the learner in teaching a computer-integrated lesson an experimental design /." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07102009-135058.

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Picetti, Jaqueline Santos. "Formação continuada de professores : da abstração reflexionante à tomada de consciência." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/15346.

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A tese de doutorado Formação Continuada de Professores: da abstração reflexionante à tomada de consciência tem como objetivo analisar o processo de tomada de consciência de professores, em formação continuada, e as possíveis transformações que ocorrem, a partir dele, no fazer pedagógico. O referencial metodológico utilizado é o da pesquisa qualitativa e participante. A coleta de dados ocorreu a partir de um grupo de estudos organizado especialmente para este fim, com professores de uma escola estadual de uma cidade do interior do Rio Grande do Sul. O estudo desse fenômeno grupal organizou-se a

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Livres sur le sujet "Pedagogical epistemology"

Serafini, G. Epistemologia pedagogica in Italia, 1945-1995. Bulzoni, 1995.

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Pizzi, Annibale. Epistemologia pedagogica e problemi didattico-educativi. Edizioni scientifiche italiane, 1991.

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Baldini, Massimo. Virtù dell'errore: Fra epistemologia e pedagogia. Editrice La scuola, 2012.

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Caterina, Laprea, ed. Studi di epistemologia pedagogica su Althusser, Foucault e Piaget, su Makarenko. Unicopli, 1985.

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Bueno, Belmira Oliveira. Epistemologia da pedagogia: Um estudo sobre as obras de Carlos Leôncio da Silva. Editora Salesiana Dom Bosco, 1992.

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Pedagogia y epistemologia. Ediciones Magisterio, 2003.

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Epistemologia y pedagogia : ensayo historico critico sobre el objeto y metodo pedagogicos. Ecoe, 1998.

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Epistemologia y pedagogia : ensayo historico critico sobre el objeto y metodo pedagogicos. Ecoe, 2000.

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Epistemologia y pedagogia : ensayo historico critico sobre el objeto y metodo pedagogicos. Ecoe, 1989.

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Pedagogia como ciencia o epistemologia de la educacion. Editorial Felix Varela, 1998.

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Chapitres de livres sur le sujet "Pedagogical epistemology"

Lee, Wing On. "Academic Migration and Reshaping of Pedagogy and Epistemology: An Insider-Outsider Perspective." In Academic Migration, Discipline Knowledge and Pedagogical Practice. Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-88-8_13.

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Parkes, Robert J. "Epistemic Fluency and the Pedagogical Challenge of Fake News, Historical Denial, and Rival Histories." In Teachers and the Epistemology of History. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-58056-7_2.

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AbstractEpistemic wobbling is an identified problem among history teachers who today steward their students through critical engagement with fake news, historical denial, and rival histories. This chapter explores epistemic wobbling from the perspective that history teachers are simultaneously members of mnemonic communities because of their ethnic upbringing, and epistemic communities by virtue of their academic education within historiographic and pedagogical traditions, and professional life inside school subject departments. The chapter proposes a research agenda that explores the influenc

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Murtaza, Moiz P., and Dinokumar Kongkham. "Advancing computational epistemology for enhanced credibility assessment in online social platforms using Naive Bayes classifier in comparison with recurrent neural networks." In Pedagogical Revelations and Emerging Trends. CRC Press, 2024. https://doi.org/10.1201/9781003587538-35.

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Maggioni, Liliana. "Why Does Epistemology Matter? A Personal Journey." In Teachers and the Epistemology of History. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-58056-7_13.

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AbstractThe chapter addresses the development of epistemic cognition in history by merging the perspectives afforded by developmental studies of epistemic cognition and consciousness with the insights gained from the literature exploring the development of historical understanding and epistemically charged ideas such as evidence and historical accounts. Given the results obtained by studies attempting to assessing individual epistemic beliefs in history and teacher and student capacity to think historically, Maggioni proposes to interpret the instances of epistemic inconsistency and the challe

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Godsell, Sarah. "“Both Sides of the Story”: The Epistemic Nature of Historical Knowledge as Understood by Pre-service History Teachers in a South African University." In Teachers and the Epistemology of History. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-58056-7_5.

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AbstractGodsell draws on “Both sides of the story”, a concept outlined by Teeger (American Sociological Review, 80(6):1175–1200, 2015), to explore ways in which pre-service history teachers in a South African institution position themselves towards history epistemically, including positions on neutrality, and historical “truth.” Godsell draws on how pre-service teachers grapple with the “both sides of the story” concept—which Teeger has shown as a false narrative used to quell discomfort when teaching uncomfortable Apartheid history in South African schools. Godsell draws on her own students’

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Nordgren, Kenneth. "Mapping Teachers’ Epistemic Beliefs in Collegial Planning." In Teachers and the Epistemology of History. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-58056-7_7.

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AbstractNordgren explores a complementary path to teachers’ epistemic cognition that goes beyond the predominant focus on individual thinking. Based on a longitudinal project that follows teachers engaged in planning in subject-based teams, this chapter focuses on how teachers’ epistemic beliefs evolve in the act of pedagogical recontextualization. Methodologically, the collegial setting allows real-time access to teachers’ negotiations and decisions about content, learning goals, sequencing, and adjustments to students’ needs, without the filters of questionnaires and interviews. Theoreticall

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Bruzzone, Silvia, and Henny Stridsberg. "Dancing Urban Waters. A Posthuman Feminist Perspective on Arts-Based Practice for Sustainable Education." In The Posthumanist Epistemology of Practice Theory. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-42276-8_5.

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AbstractThe chapter explores how arts-based practices informed by posthuman feminism can contribute to expanding ways of learning and knowing about sustainability. Posthuman feminism relocates agency from the human subject to heterogenous assemblages of humans and nonhumans and anchors subjectivity to the body and materiality. From a pedagogical perspective, this means subverting the traditional approaches rooted in the reproduction of a given area of knowledge and taking all materialities, including the body, into account in the learning process as a way of becoming with the world. The author

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Korhonen, Tiina, Timo Lindqvist, Joakim Laine, and Kai Hakkarainen. "Training Hard Skills in Virtual Reality: Developing a Theoretical Framework for AI-Based Immersive Learning." In AI in Learning: Designing the Future. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09687-7_12.

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AbstractAdvances in virtual reality (VR) technology afford creation of immersive virtual learning environments that simulate real-life learning contexts with increasing fidelity. When supported by sufficiently advanced artificial intelligence (AI)-based tutoring software, such environments may facilitate asynchronous, embodied learning approaches for learning hard, procedural skills in industrial settings – addressing timeliness, accuracy, and scalability issues common in the industry.This chapter reflects on the pedagogical setting of immersive virtual reality-based hard skills training guide

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Veintie, Tuija, Anders Sirén, and Paola Minoia. "Educational Experiential Calendars: Creating Links Between Indigenous Communities and High School." In EADI Global Development Series. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-58860-0_7.

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AbstractMany Indigenous peoples have elaborated calendars that reflect the agricultural, festive, or ritual aspects of Indigenous cosmology, family, community, and organization of time and space. This chapter focuses on educational experiential calendars developed in intercultural bilingual schools in Ecuador. The field study was conducted in the Amazonian province of Pastaza. The chapter first presents the elements of the calendars and how they represent the epistemology and ecological and cultural knowledge of the Amazonian Kichwa and Shuar nationalities. Thereafter, the chapter explores the

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Abbas, Lalai, and Rebecca Luce-Kapler. "Leveraging Multimodal Onto-Epistemology in Pedagogical, Curricular, and Research Contexts." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-3184-2.ch013.

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The concepts of ‘multimodality' and ‘multiliteracies' are sometimes used interchangeably in education discourses. In this chapter, multimodality is reconceptualized, not as a newfangled idea for enriching the literacy competencies of students, but rather as an onto-epistemology without which our meaning-making processes would always run the risk of insufficiency and inadequacy in curricular, research, and pedagogical contexts (Abbas, 2023). The basic premise is that reality, human ontology, and our perceptions of both, are inherently, irrevocably, and ineluctably multimodal (Abbas, 2023). Addi

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Actes de conférences sur le sujet "Pedagogical epistemology"

Ramos, David Brito, Ilmara Monteverde Martins Ramos, Alberto Castro, and Elaine Harada Teixeira de Oliveira. "Collaborative Content Construction: A Pedagogical Architecture to support distance education." In Workshop on Advanced Virtual Environments and Education. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/wave.2020.212070.

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This work presents a proposal of pedagogical architecture called Collaborative Content Construction, which relies on the collective construction of knowledge through relational pedagogy, supported by the genetic epistemology of Jean Piaget. Pedagogical architectures represent a way of contributing to innovation in the use of technological support in learning. This proposal includes a methodology that simultaneously builds, collectively and interactively, knowledge, and also leads to the development of materials that benefit participants even after the end of the activity, because in addition t

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Chanetsa, Tarisai, and Umesh Ramnarain. "DEVELOPMENT OF A LESSON OBSERVATION SCHEDULE TO DOCUMENT PEDAGOGICAL CONTENT KNOWLEDGE FOR NATURE OF SCIENCE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end064.

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"The study describes the development of a lesson observation schedule, to document Science teacher pedagogical content knowledge for nature of science (PCKNOS) and a subsequent pilot study to test the instrument. The objective of the study was to develop an observation schedule that could document enacted PCKNOS. NOS refers to the epistemology and sociology of science, science as a way of knowing and understanding the natural world, and the role of values and beliefs of the scientific community in the development of scientific knowledge (Lederman, 1998; Lederman and Lederman, 2004). Shulman (1

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Obari, Hiroyuki. "Collaborative Learning with CCC Members in Learning 21st Century Skills and Worldviews During the COVID-19." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.004.

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Abstract This study examines the effects of dialogue with CCC (Campus Crusade for Christ) members (1 CCC vs. 3 students) on Japanese English learners' attitudes toward speaking English. The authors focus on how students feel about speaking English and explore the effects of presentations and frequent interactions with CCC members by analyzing their statements in questionnaires and pre-post Speaking Tests. To help prepare for the digitized society, the participants (n=17 Japanese university students) studied English and presentation skills from April 2021 to January 2022 on topics derived from

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Queiroz, Daiane Rocha. "EPISTEMOLOGIA GENÉTICA, VALORES E AFETIVIDADE: Contribuições a partir do MoSEAOSS." In IV CONGRESSO ONLINE DE PEDAGOGIA- COPe - Alfabetização, leitura e escrita na era da cibercultura. Even3, 2024. http://dx.doi.org/10.29327/1403690.808210.

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Porto, Eliane Quincozes, Luciane Maffini Schlottfeldt, and Marcos Alexandre Alves. "PEDAGOGIA CIENTÍFICA E PRÁTICA DOCENTE: INTERFACES COM A EPISTEMOLOGIA DE BACHELARD." In XXV Simpósio de Ensino, Pesquisa e Extensão - SEPE. sepebr, 2021. http://dx.doi.org/10.48195/sepe2021-160.

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Fraz, Joeanne Neves, Cátia Maria Machado da Costa Pereira, and GERALDO EUSTÁQUIO MOREIRA. "CONSEQUÊNCIAS DAS REPRESENTAÇÕES SOCIAIS NA EXPRESSÃO DA SUBJETIVIDADE: o olhar dos estudantes de Pedagogia sobre docência." In II SIMPóSIO NACIONAL DE EPISTEMOLOGIA QUALITATIVA E SUBJETIVIDADE. Galoa, 2019. http://dx.doi.org/10.17648/sneqs-2019-110425.

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Pereira, Andréa, Rafaela de Araujo Sampaio Lima, Teresinha Letícia da Silva, and Crediné Silva de Menezes. "Passeio no parque: uma arquitetura pedagógica para promover o desenvolvimento da estrutura de seriação." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/sbie.2022.225118.

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Uma Arquitetura Pedagógica (AP) integra uma abordagem pedagógica à componentes da tecnologia digital para conceber uma proposta educacional com o suporte teórico da epistemologia genética e pedagogia da pergunta. Este trabalho apresenta a elaboração de uma AP apoiada pelo jogo digital Passeio no Parque, que tem como objetivos: (i) identificar se sujeitos do estádio operatório dispõem de relações mentais fundamentais sobre seriação; (ii) promover o desenvolvimento da estrutura de seriação e; (iii) fomentar a mediação por pares e a cooperação. Para evidenciar a viabilidade da proposta, apresenta

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Taheri, Ali, and Claudio Aguayo. "Design imersivo corporificado para aprendizagem baseada na experiência e autoiluminação." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.72.g73.

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O ensino e a aprendizagem baseados em conceitos baseados em um paradigma mecânico têm dominado a tradição educacional ocidental desde a primeira revolução industrial. Este tipo de tradição educacional é caracterizado, entre outras coisas, por sua mentalidade reducionista e linear, que levou à geração de conhecimento em segmentos, desconectados. No entanto, o século 21 exige que repensemos os papéis tradicionais do aluno, do professor e do ambiente de aprendizagem. A mudança climática e os graves problemas e desafios socioecológicos exigem que uma nova “tradição” surja, domine e responda à noss

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