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Professor Marco Antonio Bottene
Since the beginning of modernity in the seventeenth century, the scientific discourse occupies the space previously Scholastica and condition of the hypotheses on the issue of transfer of knowledge. Galileo Galilei, one of inaugurators of modern science and defines nature as a book written in mathematical characters, and adds that without a knowledge of them, men can not understand them. Pursuing this line of reasoning, we can see that science has made increasingly content taught by didactic discourse and thus the entire scientific formalization is not immediately imaginarizada, as a second-class knowledge. The tendency of man to seek a single truth eventually segregate the old scholastic discourse that was once a mainstay of education.
This essay is not intended to defend the didactic educational scholastic, because this supported the guarantee of the truth of God, the divine intellect, model and warranty exposure to all knowledge. But if on the other hand, disregard this basic principle and we use only its principles of didactic presentation, we realize that a scholastic initial proposition, suggested the enumeration of the points to be discussed and the arguments against the proposition of the first thesis, which would result in statement of a contrary proposition. From there, it processed the discussion of the problem so as to lead to the establishment of relations between the problem and other issues, to achieve, thus, the initial response to the objections. It was actually an attempt to metodologizar the process of knowledge transmission. In my view this was already a kind of didactic transposition, but with another name.
The educator scientific modernity that suggests a model teacher who was being constructed along this stage that is all-knowing, and the model student is one who, knowing nothing, everything learns from his teacher. This paradigm overcome this, currently no educator would agree with this definition of teacher, for modernity has passed, we are in other times, in postmodernity. As Zigmunt Bauman, today there is no longer a right model for education, because it is built with the needs of each company. Knowledge is no longer perceived as an achievement to frame itself as an acquisition, so there is nothing definite, but if you are looking for a fit. Every thought, every ordinance, every teaching from this archetype is right or wrong. However, the question of how one handles the transmission of knowledge is beyond what we can define as what is learned. Words and gestures simultaneously mark the mode of expression we wish to convey to another, and the inability to become absolutely unintelligible to him. There remains the teachers we therefore think, in that sense this conception can add something to the learned.
The Didactic Education is a universe that engenders a lot of possibilities ranging from a discussion of what its true essence, what is education? What's the knowing that a guy needs to have, what education should be taught and for whom? The teaching must realize that knowledge is a space built within a multitude, whether in philosophy, whether in science or religion. Education is always an essence ineffable, which can only be circumscribed and never will be the order of need.
The Didactics as art, seen by Comenius becomes a technique, new methods of teaching are generated every day, but we must remember that the message never reaches the receiver in full form in which it was issued, citing Rousseau, me lets say is that man produces a misunderstanding in nature, we are frustrated in our hopes of reaching the perfection of intent, a sort of break between the word and the thing, and that is expressed in the inability of the first coat so full second . So there is no ideal image of being a teacher that corresponds to that which is able to teach without loss. In summary, before a profession, being a teacher is a role, an attempt by didactic education to establish a correspondence between the ideal and the real. It is against that fact that I allow myself to argue that the didactic educational supports the function of operating the connection between his own desire to teach and desire to know one another.
The Didactic Education is a universe that engenders a lot of possibilities ranging from a discussion of what its true essence, what is education? What's the knowing that a guy needs to have, what education should be taught and for whom? The teaching must realize that knowledge is a space built within a multitude, whether in philosophy, whether in science or religion. Education is always an essence ineffable, which can only be circumscribed and never will be the order of need.
The Didactics as art, seen by Comenius becomes a technique, new methods of teaching are generated every day, but we must remember that the message never reaches the receiver in full form in which it was issued, citing Rousseau, me lets say is that man produces a misunderstanding in nature, we are frustrated in our hopes of reaching the perfection of intent, a sort of break between the word and the thing, and that is expressed in the inability of the first coat so full second . So there is no ideal image of being a teacher that corresponds to that which is able to teach without loss. In summary, before a profession, being a teacher is a role, an attempt by didactic education to establish a correspondence between the ideal and the real. It is against that fact that I allow myself to argue that the didactic educational supports the function of operating the connection between his own desire to teach and desire to know one another.
Author - Prof °. Ms. Marco Antonio Vedovelli Bottene
REFERENCES
ABRAMOVICH, Fanny. O professor na duvida. Duvida? São Paulo: Summus, 1990.
BAUMAN, Zigmunt. Modernidade líquida. Rio de Janeiro: Zahar, 2001.
COMÉNIO, João Amos. Didática magna. Lisboa: Gulbenkian, 1985.
LARROYO, Francisco. História geral da pedagogia. São Paulo: Mestre Jou, 1974.
LIBÂNEO, José Carlos. Didática. São Paulo: Cortez, 1994.
LOPES, Eliane. A psicanálise escuta a educação.
Belo Horizonte: Autêntica, 2001.
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