Resumo

LAJONQUIERE, Leandro de. On practical applications of constructivism: Piaget's (anti) pedagogy, science or art?. Cad. Pesqui. [online]. 1992, n.81, pp.61-66. ISSN 0100-1574.

Attempts to apply psychogenetic theses on to pedagogy in general presume that these might allow teachers full control over learning dynamics, whereby pedagogical practices would become methodic and scientific. This paper argues that such idea of control can not be sustained within the frame of the Geneva School works, beyond the various and pertaining criticism those attempts have received. The possibility of controlling learning processes relies on two major assumptions: that learning dynamics are liable to standardization, and that the subject who learns is centered on his own conscience. These assumptions contradict fundamental piagetian theses; this paper attempts to demonstrate, in particular, that studies on the issue of acquiring conscience radically deny any illusion of control.

Palavras-chave : Psicologia Genética; Piaget; Processo Cognitivo; Consciência.

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