Reflexões sobre a biologia do conhecer na interlocução com as falas da especialista
Carregando...
Tipo
TCC
Data de publicação
2023-06
Periódico
Citações (Scopus)
Autores
Clara, Larissa Capuzzo Santa
Orientador
Pechliye, Magda Medhat
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Programa
Resumo
Este trabalho tem como objetivo analisar as perspectivas da biologia do conhecer de Humberto Maturana e Francisco Varela na visão de uma professora especialista no tema. O estudo se baseia em teorias epistemológicas como a empirista, inatista interacionista e fenomenológica, traz relações com as teorias educacionais proposta por Freire, Mizukami e o construtivismo, trazido por Soll e Colé , além de destacar a Biologia do Conhecer e a teoria da autopoiese de Maturana e Varela. Através de um método de entrevista em estudo de caso com uma professora especialista nas teorias e estudos de Maturana e Varela, são coletadas informações sobre suas percepções e práticas relacionadas à Biologia do Conhecer, a autopoiese e relações destas com a educação. Os resultados e discussões revelam diversas relações entre a teoria da autopoiese e as áreas mencionadas, enfatizando a importância da compreensão da realidade do outro e dos processos internos que ocorrem em nós mesmos e nos outros, além de a professora esclarecer e delimitar alguns conceitos da teoria da autopoiese e da biologia do conhecer e as relacionou com o ensino de biologia e sua aplicabilidade, na educação em geral e com os conceitos de Freire sobre educação. Porém, fica evidente que é necessário ter clareza de que a teoria da autopoiese é uma teoria biológica, não educacional, e que essa associação é feita por nós, seres autopoiéticos que se educam. Concluiu-se que a incorporação dos princípios da Biologia do Conhecer na educação possibilita uma abordagem mais humanizada e significativa, com potencial para transformar a realidade individual e coletiva. Embora as teorias tragam reflexões sobre o nosso viver humano, elas não são suficientes para mudanças de atitudes e de amenização de problemas. A consciência de si e do outro, assim como o respeito são praias mais complexas de se adquirir na história do indivíduo, porém essas teorias são muito úteis como mais um instrumento de reflexão e análise e apresenta uma característica de perturbar aquilo que sabemos e conhecemos até agora A Biologia do Conhecer proporciona uma visão ampliada da educação, da cognição, do ser vivo, do viver em comunidade, destacando a relevância do contexto social, emocional e cognitivo na aprendizagem. Além disso, foram exploradas as relações entre a teoria da autopoiese e outras áreas da humanidade, como a educação, o ensino de biologia, a produção do conhecimento e a compreensão do fenômeno da cognição. Ao compreender a complexidade da cognição e a interconexão entre os seres humanos, podemos promover uma educação mais inclusiva, empática e capaz de enfrentar os desafios sociais presentes na atualidade.
This work aims to analyze the perspectives of the biology of knowledge by Humberto Maturana and Francisco Varela through the lens of a specialized teacher in the subject. The study is based on epistemological theories such as empiricism, innatism, interactionism, and phenomenology, and it establishes connections with educational theories proposed by Freire, Mizukami, and constructivism as introduced by Soll and Colé. It also highlights the Biology of Knowledge and the theory of autopoiesis by Maturana and Varela. Through a case study method employing interviews with a teacher specialized in the theories and studies of Maturana and Varela, information is collected regarding her perceptions and practices related to the Biology of Knowledge, autopoiesis, and their relationships with education. The results and discussions reveal several connections between the theory of autopoiesis and the mentioned areas, emphasizing the importance of understanding the reality of others and the internal processes that occur within ourselves and others. The teacher clarifies and delimits some concepts of the theory of autopoiesis and the biology of knowledge, relating them to the teaching of biology and their applicability in education in general, as well as with Freire's concepts of education. However, it becomes evident that it is necessary to be clear that the theory of autopoiesis is a biological, not educational theory, and that this association is made by us, autopoietic beings who educate themselves. It was concluded that incorporating the principles of the Biology of Knowledge into education enables a more humanized and meaningful approach, with the potential to transform individual and collective realities. Although the theories provide reflections on our human existence, they are not sufficient for changing attitudes and alleviating problems. Self-awareness and awareness of others, as well as respect, are more complex aspects to acquire in one's personal history, but these theories are very useful as additional instruments for reflection and analysis, and they have the characteristic of disturbing what we currently know and understand. The Biology of Knowledge provides an expanded view of education, cognition, living beings, and living in communities, highlighting the relevance of social, emotional, and cognitive contexts in learning. Furthermore, it explores the relationships between the theory of autopoiesis and other areas of human knowledge, such as education, biology teaching, knowledge production, and understanding the phenomenon of cognition. By understanding the complexity of cognition and the interconnectedness among human beings, we can promote a more inclusive and empathetic education capable of addressing the social challenges of the present time.
This work aims to analyze the perspectives of the biology of knowledge by Humberto Maturana and Francisco Varela through the lens of a specialized teacher in the subject. The study is based on epistemological theories such as empiricism, innatism, interactionism, and phenomenology, and it establishes connections with educational theories proposed by Freire, Mizukami, and constructivism as introduced by Soll and Colé. It also highlights the Biology of Knowledge and the theory of autopoiesis by Maturana and Varela. Through a case study method employing interviews with a teacher specialized in the theories and studies of Maturana and Varela, information is collected regarding her perceptions and practices related to the Biology of Knowledge, autopoiesis, and their relationships with education. The results and discussions reveal several connections between the theory of autopoiesis and the mentioned areas, emphasizing the importance of understanding the reality of others and the internal processes that occur within ourselves and others. The teacher clarifies and delimits some concepts of the theory of autopoiesis and the biology of knowledge, relating them to the teaching of biology and their applicability in education in general, as well as with Freire's concepts of education. However, it becomes evident that it is necessary to be clear that the theory of autopoiesis is a biological, not educational theory, and that this association is made by us, autopoietic beings who educate themselves. It was concluded that incorporating the principles of the Biology of Knowledge into education enables a more humanized and meaningful approach, with the potential to transform individual and collective realities. Although the theories provide reflections on our human existence, they are not sufficient for changing attitudes and alleviating problems. Self-awareness and awareness of others, as well as respect, are more complex aspects to acquire in one's personal history, but these theories are very useful as additional instruments for reflection and analysis, and they have the characteristic of disturbing what we currently know and understand. The Biology of Knowledge provides an expanded view of education, cognition, living beings, and living in communities, highlighting the relevance of social, emotional, and cognitive contexts in learning. Furthermore, it explores the relationships between the theory of autopoiesis and other areas of human knowledge, such as education, biology teaching, knowledge production, and understanding the phenomenon of cognition. By understanding the complexity of cognition and the interconnectedness among human beings, we can promote a more inclusive and empathetic education capable of addressing the social challenges of the present time.
Descrição
Palavras-chave
teoria de Maturana , processo de ensino , processo de aprendizagem , formação de professores , autopoiesis , cognição , ciências e biologia , epistemologias , Maturana's theory , teaching process , learning process , teacher education , autopoiesis