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Abstract(s)
Procurando consolidar uma visĂŁo sistĂ©mica em torno dos processos educativos e de socialização, a presente investigação exploratĂłria propĂŽs-se observar e interpretar o sistema atravĂ©s do qual a sociedade define um output de aprendizagem para o bem-estar e felicidade, ao qual corresponde um input de transmissĂŁo de competĂȘncias que capacitam o sujeito para a âproduçãoâ daquele resultado. O plano de investigação sobre os valores forneceu a visĂŁo de sistema com os requisitos para a produção do output desejado, atravĂ©s de dois inquĂ©ritos Ă população portuguesa sobre valores e questĂ”es Ă©ticas, representando a âprocuraâ do sistema. O plano de investigação de competĂȘncias fornece o detalhe dos processos para cumprir os requisitos de âproduçãoâ â a âofertaâ do sistema â aferindo a sua adequação face aos objetivos de aprendizagem social da âprocuraâ, testando uma proposta especĂfica, intitulada de Literacia Social.
Os resultados permitem traçar um objetivo de aprendizagem afirmando i) um fator K que associa dimensĂ”es de conhecimento explĂcito e tĂĄcito numa Ășnica esfera de vivĂȘncia integral do indivĂduo; e ii) a universalidade de valores associados Ă esfera da famĂlia e da vivĂȘncia do amor como sistema Ă©tico integrado para a realização plena do indivĂduo. Apesar de chamar a Escola Ă inevitabilidade de educar para valores universais â valores que superam as barreiras ideolĂłgicas e que estĂŁo ao serviço da pertença fundamental do individuo, que Ă© a sua humanidade â este trabalho permite-nos, porĂ©m, pĂŽr em causa o papel que a Escola tem assumido na educação integral dos indivĂduos, quando se demonstra, entre outros indicadores, o impacto da instrução na negação de valores humanos bĂĄsicos a que prĂłpria população aspira. PropĂ”e-se, assim, uma abordagem de equilĂbrio entre o reconhecimento e promoção dos valores fundamentais, intemporais e universais e a contemporaneidade dos contextos e processos educativos.
Aiming to consolidate a systemic view of educational and socialization processes, this exploratory research was set out to observe and interpret the system through which society defines a learning output for well-being and happiness, which corresponds to an input in transmitting the skills that enable the individual to the "production" of that result. The values research dimension provided the systemic vision with the information requirements for the production of the desired output through two surveys to the Portuguese population about values and ethical issues, representing the system "demand". The competences research dimension provides the detail of the processes to meet the "production" requirements â the system "supply" â assessing their adequacy to the social learning objectives of the "demand", testing a specific proposal, entitled Social Literacy. The results establish a learning objective affirming i) a factor K that associates dimensions of explicit and tacit knowledge in a single sphere of holistic and comprehensive experience of the individual, and ii) the universality of values associated with the sphere of the family and the experience of love as an integrated ethical system for the full realization of the individual. Despite calling the school to the inevitability of educating for values universal â values that go beyond the ideological barriers and that are in the service of the individual's essential belonging, which is his/her humanity â this research allows us, however, to put in question the role that School has played in the comprehensive education of individuals, when it demonstrates, among other indicators, the impact of educational levels on the denial of basic human values to which people aspire. It is proposed, therefore, an approach to balance the recognition and promotion of fundamental, timeless and universal values and contemporary contexts and educational processes.
Aiming to consolidate a systemic view of educational and socialization processes, this exploratory research was set out to observe and interpret the system through which society defines a learning output for well-being and happiness, which corresponds to an input in transmitting the skills that enable the individual to the "production" of that result. The values research dimension provided the systemic vision with the information requirements for the production of the desired output through two surveys to the Portuguese population about values and ethical issues, representing the system "demand". The competences research dimension provides the detail of the processes to meet the "production" requirements â the system "supply" â assessing their adequacy to the social learning objectives of the "demand", testing a specific proposal, entitled Social Literacy. The results establish a learning objective affirming i) a factor K that associates dimensions of explicit and tacit knowledge in a single sphere of holistic and comprehensive experience of the individual, and ii) the universality of values associated with the sphere of the family and the experience of love as an integrated ethical system for the full realization of the individual. Despite calling the school to the inevitability of educating for values universal â values that go beyond the ideological barriers and that are in the service of the individual's essential belonging, which is his/her humanity â this research allows us, however, to put in question the role that School has played in the comprehensive education of individuals, when it demonstrates, among other indicators, the impact of educational levels on the denial of basic human values to which people aspire. It is proposed, therefore, an approach to balance the recognition and promotion of fundamental, timeless and universal values and contemporary contexts and educational processes.
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Keywords
Valores Valores universais Literacia social FamĂlia Escola Amor Values Universal values Social literacy Family School Love