Carl Rogers na educação de ensino médio

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dc.contributor.advisorAmbrogi, Ingrid Hötte
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/6330995631263989por
dc.contributor.authorOliveira, Igor Alves Dantas de
dc.creator.Latteshttp://lattes.cnpq.br/3267525309956512por
dc.date.accessioned2016-10-01T15:48:37Z
dc.date.accessioned2020-05-28T18:11:21Z
dc.date.available2020-05-28T18:11:21Z
dc.date.issued2015-08-07
dc.description.abstractThe present research proposes, from an interview conducted with high school students in a regular school, and a literature search on the humanistic approach of Carl Rogers, to discuss the applicability of the author’s theories in high school education. It is introduced, first, the information about the school in which the survey was conducted, as well as the characteristics of the interviewed group. Also, it is presented the “etnopesquisa”, methodology chosen for this work. Hereafter, I perform a study of the humanistic approach of Carl Rogers for Psychology and Education, showing his approach as a counterpoint to B.F. Skinner behaviorism, which also gained strength in the 1970s. Thus, pointing out that the current education model followed by the school, to focus the schooling on examinations for entering college, is not promoting meaningful learning, that is, learning that motivates changes in thinking and behavior in students. The interview analysis shows that students, despite not knowing Carl Rogers and his approach, are looking for an education fairly close to that suggested by the author. From the Rogers approach, it is suggested a more reflective school, centered on the student, where he or she will pass through a self-discovery process and therefor, a meaningful learning experience, having the teacher as a facilitator of this process.eng
dc.description.sponsorshipCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorpor
dc.formatapplication/pdf*
dc.identifier.citationOLIVEIRA, Igor Alves Dantas de. Carl Rogers na educação de ensino médio. 2015. 126 f. Dissertação( Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo.por
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/24958
dc.keywordsCarl Rogerseng
dc.keywordslearning psychologypor
dc.keywordshigh schoolpor
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectCarl Rogerspor
dc.subjectpsicologia da aprendizagempor
dc.subjectensino médiopor
dc.subject.cnpqCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO DESENVOLVIMENTO HUMANOpor
dc.subject.cnpqCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAOpor
dc.thumbnail.urlhttp://tede.mackenzie.br/jspui/retrieve/11476/Igor%20Alves%20Dantas%20de%20Oliveira.pdf.jpg*
dc.titleCarl Rogers na educação de ensino médiopor
dc.typeDissertaçãopor
local.contributor.board1Mizukami, Maria da Graça Nicoletti
local.contributor.board1Latteshttp://lattes.cnpq.br/2121396261196481por
local.contributor.board2Boto, Carlota Josefina Malta Cardozo dos Reis
local.contributor.board2Latteshttp://lattes.cnpq.br/2170526237232776por
local.publisher.countryBrasilpor
local.publisher.departmentCentro de Educação, Filosofia e Teologia (CEFT)por
local.publisher.initialsUPMpor
local.publisher.programEducação, Arte e História da Culturapor
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