| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 390.23 KB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O presente trabalho reporta todo um percurso civilizacional ancorado no desenvolvimento do professor. Na sequência deste estudo, foram retratados, numa perspetiva diacrónica, os vários contextos e as correntes educacionais que, em parte, assumem perenidade no pensamento e no agir atual. No entanto, a busca incessante do desenvolvimento da vida social destacou a figura do professor como o principal agente a quem são atribuídos inúmeros e diferentes papéis, progressivamente mais exigentes e complexos, em resultado da evolução da sociedade.
Do reverenciado estatuto de transmissor dos saberes, ele ocupa, na atualidade, uma função multifacetada, que lhe exige uma postura de contínuo questionamento e autorreflexão da sua praxis, no sentido de responder da forma mais eficaz ao aspeto basilar que é o sucesso das aprendizagens dos alunos. Neste seguimento, procura-se dar uma visão do que foi a pedagogia ao longo dos tempos, nomeadamente, na antiguidade oriental, clássica e cristã; passando pela idade média, moderna e Iluminismo e, por fim, na idade contemporânea.
This paper reports to a whole civilizational journey anchored in the teacher’s development. Following this study, the various contexts and educational currents that partly assume continuity in thought and action today were portrayed in a diachronic perspective. However, the relentless pursuit of the development of social life highlighted the figure of the teacher as the main agent to whom different and numerous roles are assigned, progressively more demanding and complex, due to the evolution of society. From the revered status of the transmitter of knowledge, he occupies nowadays a multi-faceted position that requires him an attitude of continual questioning and self-reflection of his praxis, in order to respond most effectively to the fundamental aspect, which is the success of students’ learning. In this context, the objective is to give an overview of what pedagogy has been throughout history, particularly in the eastern, classical and Christian antiquity; during the middle, modern and Enlightenment ages and, finally, the contemporary age.
This paper reports to a whole civilizational journey anchored in the teacher’s development. Following this study, the various contexts and educational currents that partly assume continuity in thought and action today were portrayed in a diachronic perspective. However, the relentless pursuit of the development of social life highlighted the figure of the teacher as the main agent to whom different and numerous roles are assigned, progressively more demanding and complex, due to the evolution of society. From the revered status of the transmitter of knowledge, he occupies nowadays a multi-faceted position that requires him an attitude of continual questioning and self-reflection of his praxis, in order to respond most effectively to the fundamental aspect, which is the success of students’ learning. In this context, the objective is to give an overview of what pedagogy has been throughout history, particularly in the eastern, classical and Christian antiquity; during the middle, modern and Enlightenment ages and, finally, the contemporary age.
Descrição
Palavras-chave
Pedagogia Perspetiva histórica Pedagogy Historical perspective
Contexto Educativo
Citação
GASPAR, Helena ; RIBEIRO, Célia – A pedagogia – ao longo dos tempos. Gestão e Desenvolvimento. Viseu. ISSN 0872-556X. Nº 24 (2016), p. 191-211
Editora
Universidade Católica Portuguesa