Abstract(s)
Ancorada na linha de investigação SAL (Students’ Approaches to Learning), a minha reflexão, enquanto professora há 25 anos, pretende cruzar o entendimento das práticas do passado e do presente. O sistema educativo do século XXI ostenta um paradigma referencial que cruza ensino secundário e universitário num tempo de “Bolonha”. Nesse pano de fundo, o professor emerge desencontrado com o seu tempo, perdendo-se entre o ensino e aprendizagem. A escola e a universidade reclamam a existência de um professor comprometido com uma abordagem ao ensino compreensiva e facilitadora de aprendizagens reflexivas. Invocar acontecimentos e histórias do meu percurso profissional foi vital no entendimento do fenómeno educativo, numa postura meditativa. Mas a componente de reflexão constante no relatório, foi a base de onde se ergueu um trabalho de compreensão da dinâmica que sustém o processo de ensino/aprendizagem. O objetivo é, a partir dele, operacionalizar no presente, ambientes de ensino e aprendizagem sustentados na transversalidade de uma disciplina, a Filosofia, que trabalha o aprender a pensar.
Within the SAL (Students’ Approaches to Learning) research, my reflection as a 25 year experienced teacher intends to bridge the knowledge of the past up to the present. The educational system of this century designs a paradigm underlying the Bologna model. Having this background in mind, the present teacher emerges detached from his/her time, finding himself/herself lost between the teaching and the learning. Both schools and universities demand a teacher, whose teaching approach on reflexive learning is both comprehensive and facilitating. It was vital to refer to happenings and stories within my professional path to understand the educational phenomenon on a meditative basis. Thus, the reflexive part of my report reveals itself as the starting point for a work based on understanding the dynamics underlying the teaching/learning process. From here on, the aim is working in the present teaching/learning environments, which are based on the transversality of a subject, in this case Philosophy, which, on its turn, works out learning to think.
Within the SAL (Students’ Approaches to Learning) research, my reflection as a 25 year experienced teacher intends to bridge the knowledge of the past up to the present. The educational system of this century designs a paradigm underlying the Bologna model. Having this background in mind, the present teacher emerges detached from his/her time, finding himself/herself lost between the teaching and the learning. Both schools and universities demand a teacher, whose teaching approach on reflexive learning is both comprehensive and facilitating. It was vital to refer to happenings and stories within my professional path to understand the educational phenomenon on a meditative basis. Thus, the reflexive part of my report reveals itself as the starting point for a work based on understanding the dynamics underlying the teaching/learning process. From here on, the aim is working in the present teaching/learning environments, which are based on the transversality of a subject, in this case Philosophy, which, on its turn, works out learning to think.
Description
Keywords
Abordagens à aprendizagem Abordagens ao ensino Aprendizagem reflexiva Filosofia Approaches to learning Approaches to reaching Reflexive learning Philosophy