Produção de conhecimento, ensino/aprendizagem e educação

This paper intends to discuss , from a philosophical point of view, the relation between the epistemological process specific to the production of knowledge, the pedagogical process itself that occurs within a situation of teaching/ learning , and the anthropological process of bringing up the learner.It deals with the hypotheses that education does not become an effective tool for the construction of the human development of the learner merely on the basis of epistemic, psychological and pedagogical processes, as has been presented by contemporary schools of constructivism.It then proceeds to defend the idea that the processes of constructivity present in situations of production of knowledge and of effecting teaching/learning only become true mediators of education when they are also branded by the historicity typical of actual practice, which constitutes the substance of concrete human existence itself.In a special way, the current reflection seeks to highlight the potential contributions of Vygotsky's thoughts toward enlightening the meaning of education relative to its link with involving social and cultural processes

Constructivism (international relations · Epistemology · Historicity (philosophy · Meaning (existential · Political science · Process (computing · Relation (database · Sociology · Computer Science · Education and Digital Technologies · Education Pedagogy and Practices · Philosophy · Psychology · Social Representations and Identity

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