Education and its praxis

Authors

DOI:

https://doi.org/10.20952/jrks3113589

Abstract

This work aims to problematize discursive practices that shape some educational models crossed by traditional teaching models. Based on a fragmented and positivist way of seeing and recognizing the world, they also intend to point out inventive practices. These practices stand for integrative education by understanding education as part of a socio-historical-economic context. To do so, we will also question how psychological theories were elaborated to explain learning processes. They feed back a traditional educational paradigm in line with some educational models. This research approaches the problem qualitatively. It is also exploratory, seeking to expand knowledge around a phenomenon (Zanella, 2009). We will collect data through bibliographic research, through texts that point out the discussion raised. To analyze this data, we will use the Content Analysis technique.

Published

16/05/2022