Paradigm Shift in Education: Talk To A Pedagogical Re-Routing

RODRIGUES, Judite Filgueiras [1]

The process of development does not coincide with learning, but is a parameter which creates the potential area. Hence the importance of cultural context and their relationships with individuals in defining a course for the development of the subject. We can say that the process of globalization of world economy necessarily involved in educational practice. We feel that this new reality also sees a greater appreciation of technological development, which opens and becomes more prominent at the end of the twentieth century. The computer comes into existence as a domestic property, such as telephone, enables a variety of communicative activities for men.

Not just at work looking for that relationship to a whole. Also, in education, our desire is to train the whole man, in an interdisciplinary perspective. You need to enable school students with comprehensive training, able to consider that reality is made up of different aspects.

This type of education, certainly leads to autonomy. The true citizenship occurs in men independent, capable critical position, not only with words but with actions, ie whole body education.

The national curriculum standards and the Law of Guidelines and Bases pointing in the direction of that teaching position. However, to assume, it is necessary that educators and politicians involved in education to achieve a radical change, which is very complex. The main objective of the national curriculum standards is to promote teaching methods, particularly teachers, to assist in the development and / or reworking the curriculum, stamping educational project construction, depending on the student.

National curricular lines, the national curriculum standards of the various levels of education and a number of other official documents relating to education in Brazil have been placed in line with global trends: the need to focus teaching and learning in developing competencies and skills by the student, rather than focusing on conceptual content. That implies a change from the school, which certainly has to be prepared for that. The competition involves a mobilization of knowledge. In order to meet all mission - education, according to UNESCO, should be organized around four key learning throughout life, will in some way to each individual, the pillars of knowledge:

· Learn to know, that is acquiring the instruments of understanding.

· Learn to do, to act on the environment.

· Learn to live together, in order to participate and cooperate with others in all human activities.

· Learn to be, which integrates the three preceding ones.

These four pillars were identified in the report of the International Commission on Education in the XXI century by the Organization of the United Nations Educational, Scientific and Cultural Organization (United Nations Educational, Scientific and Cultural Organization-UNESCO).

Of course, these four pillars of knowledge are just one of many points of contact, relationship and change. We can not think about isolated events, because we know intrinsic harmony in the universe, a fundamental connection with each complete element, alive or not, have to consider the operation of all, as well as learning and embodiment, in a political relationship -teaching, the body being understood as an integrated body that interacts with the physical, social and cultural development.

This means the enhancement of teacher and student in his integrity, and the possibility of establishing constructive learning environments, created pointing to the school and education in the pursuit of this new paradigm: the embodiment.

Educational redirection

To understand the learning process we delve into the theoretical-epistemological cultural-historical theory emphasizing the corporeality.

The current situation motivates the development of a teaching practice student-centered body-subject of education. That search involves an educational activity that engages the teacher in a critical-reflexive.

For a possible re-routing teaching in the search for the topic "Corporate? in the conception of teachers, body and mind should be understood as components that comprise a single organism. Both must have school-based, not a mind to learn and to transform body, but both must be emancipated. Because of the view that the school only needs to mobilize the mind, the body is reduced to a nuisance, that the more still are, the less will be confused. (Freire, 1997).

The current crisis has deep roots in the annihilation of the subjects destroyed by a scientific paradigm that divided them available to the end.

The Cartesian paradigm [2] which appeared in modernity is to define the paradigm of separation. All are condemned to separation, body, soul and emotion, subject and object, human and human nature, inner and outer, self and other, so on. Modern science systematized by Descartes and Newton established by scientific research rejecting a subjective, emotion and desire were impaired consciousness.

Thus, the human self was lost and was sentenced to a terrible loneliness. In this break, broke his own ethics of religion and the construction process of being human. The universe was disappointing and robbing of the most significant characteristics that give meaning to life as a whole. Paradigm of simplicity we turn to the paradigm of complexity. Everything is built on a historical process of interaction. We need to break the relationship of schizophrenia with nature and have dialogue with it. With this, we love to the universe again disappointed by the old paradigm of division between humans and nature.

But the revolution does not stop there, in the twentieth century, some scientists are beginning to distrust even more the division imposed by Cartesianism.

Biologists had a very significant contribution to the paradigm shift because they claimed the idea that living organisms are integrated systems. With this, insisted on the idea that everything is much more than the sum of its parts. There is, therefore, something else that needs to be sought so that we can understand life and the cosmos. And this something else, for these scientists, is not material, but are patterns of relationship. They discover that all depends on the interactions and that turns out to be emergent properties that depend on them. They then to a revolutionary conclusion: the pattern of all that is alive or not, is a network, all tied to everything.

In the course of these findings, research in recent decades in biology, especially studies of the Chilean Humberto Maturana and Francisco Varela bury the old paradigm. These scientists reaffirm the network as a model of life and maintain that living things are autopolipoides, or self-builders themselves. They bring the idea of ​​creative autonomy of living beings to the extent that everything is created through interaction in various aspects that make up the living being.

From there, say a radical constructivism in the sense that there is no outside world responsible for our evolution. The outside world is just disturbing, each of us learn and live in an original way. We have to create our life and living, in this there is a oneness of knowing, being and living, they are integrated deeply with our views of teaching and learning.

If we consider the theory of Maturana and Varela (2001) of autopoiesis need to constantly analyze our potential through interaction. The axis of the new paradigm of science is organized around the idea of ​​network. So each of us as a node on the network that can potentiate a very strong this organization, since construction driven by the energy of love arises a situation quite revolutionary in modern science: the science dispelled emotions traditional knowledge and the distractors were brought by the New Biology as the essence of scientific research. For Maturana, love is essential.

As an educator and researcher wonder: what kind of consequences can have those divisions with separate subject? If we consider recent research, not just biology, but the cognitive sciences in general, are targeting connectivity as a basic condition for building knowledge and subject, then we think that education is practiced today in this kind of context as a violence of biological needs.

Biology, however, seeks to prove that we learn in reality because the thrill of connecting other affectionately. This means that all dimensions of being, which is a microcosm within a macrocosm, is immersed in the process of being, of love and know. How then to think in those concrete utopias, not isolated in our daily actions, our lives as educators in the classroom with our students in our professional lives working in these webs of life? How to think about the physicality of the school?

As sustenance for our actions there is a new culture now emerging and that we may serve as a model of thought and action for our practice. A new phase is emerging: The human body exceeds the animal's biological body and reaches the dimension of culture.

At this point, we resort to Freire (1991), who said: "The body is the basis of the sensible, and intelligible, that is embedded in blood, sweat and tears as to the sensible. The thinking being, is the same feeling. He who thinks, without feeling, and not a being. If any of the two missing, is the same as missing it. In many of his works Freire brings the idea of ​​the body as an integrated whole where matter and spirit, the sensible and the intelligible must be designed in the same process. Questions the school environment, ways to learn the separation of inseparable, ethereal distance from the body. It also deals with the philosophy of education, directed toward the growth process of the subject in its entirety.

It will accentuate the need for observation of the body in a new way of seeing. The education that we should allow self-knowledge, understanding of himself and his world, pleasure, and developing a critical awareness, promoting and encouraging the student body-subject of learning to express their ideas through a pedagogical act consistent, and from there, to express their physicality and their ability to adapt, favoring the same structural links that relationship corporeality political-pedagogical and learning.

REFERENCES

Brazil, MEC (1999). Secretaria da Educação Media and Technology. Nacionais curricular parameters: ensino medium. Brasília: Ministério da Educação.

Capra, F. 1982. O Ponto de Mutação. São Paulo: Cultrix LTDA. Tradução? Alvaro Cabral.

Freire, J.B. 1991. De Corpo e Alma gives Motricidade or speech. São Paulo: Summus.

Maturana, H. et all. 2001. Emotion and Linguagem na na Educação and Policy. Belo Horizonte UFMG.

[1] Full Licensed Physical Educação em em Biological and Physical Sciences, Mathematics, psychologist, Mestre em Ciências da Educação em Ciência do Movimento Doutor Human da Universidade Tecnológica Intercontinental Teaching. Physical Educação do livro Author School: Learning com or Movement