Das pedagogias do aprender a aprender à inovação da aula universitária: a didática sob a lógica do mercado

Abstract

The article discusses the connection between the learning to learn pedagogies and the proposal relative to the innovative university class, both understood as means of adapting human development to the needs of capitalist society in the context of its structural crisis. While the first approach is linked to the learning process, seeking to adjust the student to capital imposed market ongoing transformations; the latter focuses upon the teacher’s action, breaking apart with traditional practices, and emphasizing, on the contrary, procedures centered upon the dimension of the day to day dimension within the pedagogical process. It also analyzes the teacher’s role in the scope of both propositions, pointing out their clear association to the scope of alienated dailiness, attaching importance to commonplace values in place of theoretical advancements. It is indicated, moreover, that this sort of ideas goes radically against Vigotski’s view of teaching, as centered upon the process of knowledge appropriation. In fact, it is asserted that both approaches fail to impart value to the act of transmitting systematized knowledge, stressing, instead, those practices which bring to light the students’ spontaneous acts. Based upon Saviani’s concept of teaching praxis, on the one hand, and Tonet’s understanding of education and emancipation relationship, on the other, it underlines, in brief, the foundations of the two above mentioned approaches, highlighting the obstacles put by them both, to an educational praxis committed to human emancipation.