Escolanovismo e a "escola tradicional": o ensino de ciências de 1920 a 1950
Arquivos
Data
2023-07-12
Autores
Silva, Vinicius José da 
Orientadores
Meloni, Reginaldo Alberto
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este projeto tem por objetivo desenvolver uma análise acerca do ensino de ciências no Brasil, no período correspondente as décadas de 1920 a 1950, período de implementação das ideias da Escola Nova no país. A Escola Nova não se refere a um só tipo de escola ou a um determinado movimento escolar, mas a uma agregação de princípios, que sucedem em determinadas características, com a finalidade de reavaliar os problemas didáticos tradicionais de ensino. O Escolanovismo norte-americano, como também o brasileiro, estava ligado a certas concepções de John Dewey, que acreditava ser a educação o único meio efetivo para a construção de uma sociedade democrática. A Escola Nova representava um movimento de reação à “pedagogia tradicional”, sua antecessora. Esta conduta vinha cheia de um espírito crítico, de análise de condições e resultados, no sentido de mudança, de um sistema para um outro mais relevante de acordo com as novas configurações políticas, sociais, econômicas e tecnológicas que se configuravam no período. Desta maneira, têm-se a intenção de analisar as ideias do movimento da Escola Nova, de maneira específica, nos manuais de ensino propostos para a escola básica, no que corresponde a disciplina de ciências. Procura-se evidenciar a maneira pela qual a elaboração dos conteúdos e sequências didáticas dos livros de ciências foi modificada, passando de uma estrutura metodológica para outra, a partir das transformações pedagógicas e políticas que se encabeçaram no Brasil ao longo do início até a primeira metade do século XX. A investigação decorrente da análise do livro didático no período da Escola Nova, no que tange a disciplina de ciências, se dá com o fim de possibilitar uma reflexão em um assunto pouco pesquisado, não sendo muito numeroso em pesquisas e trabalhos acadêmicos.
This project aims to develop an analysis of science teaching in Brazil, in the period corresponding to the decades from 1920 to 1950, the period of implementation of the New School ideas in the country. The New School does not refer to a single type of school or a particular school movement, but to an aggregation of principles, which succeed in certain characteristics, with the purpose of reevaluating the traditional teaching problems. The American Scholasticism, as well as the Brazilian Scholasticism, was linked to certain conceptions of John Dewey, who believed that education was the only effective means for the construction of a democratic society. The New School represented a movement of reaction to "traditional pedagogy", its predecessor. This conduct was full of a critical spirit, of analysis of conditions and results, in order to change a system to one more relevant to the new political, social, economic and technological configurations that were emerging in the period. Thus, we intend to analyze the ideas of the New School movement, in a specific way, in the textbooks proposed for elementary school, corresponding to the science subject. The aim is to show the way in which the elaboration of the contents and didactic sequences of science textbooks was modified, moving from one methodological structure to another, based on the pedagogical and political transformations that took place in Brazil from the beginning to the first half of the twentieth century. The research resulting from the analysis of the textbook in the period of the New School, regarding the science discipline, is done in order to allow a reflection on a little researched subject, not being very numerous in research and academic works. .
This project aims to develop an analysis of science teaching in Brazil, in the period corresponding to the decades from 1920 to 1950, the period of implementation of the New School ideas in the country. The New School does not refer to a single type of school or a particular school movement, but to an aggregation of principles, which succeed in certain characteristics, with the purpose of reevaluating the traditional teaching problems. The American Scholasticism, as well as the Brazilian Scholasticism, was linked to certain conceptions of John Dewey, who believed that education was the only effective means for the construction of a democratic society. The New School represented a movement of reaction to "traditional pedagogy", its predecessor. This conduct was full of a critical spirit, of analysis of conditions and results, in order to change a system to one more relevant to the new political, social, economic and technological configurations that were emerging in the period. Thus, we intend to analyze the ideas of the New School movement, in a specific way, in the textbooks proposed for elementary school, corresponding to the science subject. The aim is to show the way in which the elaboration of the contents and didactic sequences of science textbooks was modified, moving from one methodological structure to another, based on the pedagogical and political transformations that took place in Brazil from the beginning to the first half of the twentieth century. The research resulting from the analysis of the textbook in the period of the New School, regarding the science discipline, is done in order to allow a reflection on a little researched subject, not being very numerous in research and academic works. .
Descrição
Citação
SILVA, Vinicius José da. Escolanovismo e a "escola tradicional": o ensino de ciências de 1920 a 1950. São Paulo, 2023. 68 f. Trabalho de conclusão de curso (Graduação em Ciências) - Instituto de Ciências Ambientais, Químicas e Farmacêuticas, Universidade Federal de São Paulo, Diadema, 2023.