Resumo

; RAU, Débora Toniolo; KOBREN, Roseane Dalpiaz  e  BRECAILO, Daianne. Paradigmas da ciência e o desafio da educação brasileira. Rev. Diálogo Educ. [online]. 2006, vol.06, n.18, pp.183-194. ISSN 1981-416X.

This article presents a critical and reflexive analysis over the Paradigms of Science, having as a base Behrens’ book entitled “O paradigma emergente e a prática pedagógica”, to understand which are the contributions and reflexions for the pedagogical practice. From a brief historical draft that enlaces from the Traditional Paradigms to the Emergent Paradigms, we analyze which are the new methodological challenges for the Superior Education in Brazil. We tried to reveal which is the role of the teacher in the Brazilian educational scenario. In this first decade of the XXI century, the challenges to be overcome abound, since the goal of the Emergent Paradigm is innovative and challenging, because it breaks secular procedures, not only behavioral but also methodological ones, allowing the teacher and the student a bigger interaction in the knowledge construction process. Therefore, this new paradigm recovers the illuminist ideal, which recognizes the man as a critical and participative being of the construction knowledge process. The great challenge of the Superior Education is to maintain and stimulate the critical/reflexive spirit, in the attempt of suppressing the remaining “traces” of the Conservative Paradigms, in the reach for the pedagogical ideal which matches the necessities of the job market.

Palavras-chave : Paradigms; Brazilian Education; Pedagogical Practice.

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