Ciência crítica autocrítica

validade relativa que melhor vale, por enquanto...

Autores

  • Pedro Demo Professor Emérito da Universidade de Brasília – UnB e Pesquisador de Produtividade 1B do Conselho Nacional de Desenvolvimento Científico e Tecnológico – CNPq
  • Renan Antônio da Silva Professor na Universidade Estadual do Ceará – UECE e Bolsista da Fundação Cearense de Apoio ao Desenvolvimento Científico e Tecnológico – FUNCAP

DOI:

https://doi.org/10.32335/2238-0426.2021.11.27.5606

Palavras-chave:

educação, ciência crítica, estudantes

Resumo

Recordemos que a sigla STEM (Science, Technology, Engineering, Mathematics) vale quase como comando escolar para o sucesso produtivo e competitivo, sendo seguido à risca em escolas asiáticas, sobretudo as chinesas, que hoje ocupam o primeiro lugar no Programa Internacional de Avaliação de Alunos (Programme for International Student Assessment [PISA]) em leitura, ciência e matemática e fazem a glória do chamado instrucionismo global. Tal “pedagogia” sempre foi contestada, embora hoje reine soberana na indústria global da educação, atrelada ao mercado liberal. Diversos autores refletem não só pertinentes argumentações pedagógicas, mas experiência própria: a pedagogia chinesa, como exemplo, se mostra opressiva, domesticadora, brutal e leva muitos estudantes ao desespero - principalmente diante da matemática e ignorando que a aprendizagem, um processo evolucionário natural e de rara profundidade autoral e integral, implica o bem-estar físico e mental dos estudantes.

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Publicado

2021-10-18

Como Citar

Demo, P., & Silva, R. A. da . (2021). Ciência crítica autocrítica: validade relativa que melhor vale, por enquanto. Conhecer: Debate Entre O Público E O Privado, 11(27), 7–40. https://doi.org/10.32335/2238-0426.2021.11.27.5606

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