Pedagogical Thoughts

John Amos Comenius

In the seventeenth century, a time when the church exerted great influence on people's lives.
people and that, and where we have Comênio. According to Norodawski (2004) there was not

concern about the way of teaching, there was no concern about how to teach,
what content to teach. The teaching was verbal and dogmatic, there were no books nor
A clear explanation, the studies were memorized and mechanically repeated.
Clero taught and the teaching was for the intellectuals, there was no concern for
As it is to teach, he was a teacher who taught a group of people.

Comenius, a Theco educator and Protestant pastor, was the first to write works.
classics on didactics, he was the first educator to propose an institution, he
he envisioned the school as the classroom. For him, education was a right for all, where
he lived in a time when only a few had that right. For Comenius, the
man must be educated according to his natural development, he divided the
study by age, this model we still saw today in schools, separating,
contents suitable for a certain age, at the time there wasn't a teacher
separated for home age. At the time, teaching an adult and a child was the
same thing, but Comênio creates a teaching proposal, to teach everyone but
separate, a teacher for a specific class always the same and the teaching was
sequential.

The purpose of education for Comenius (1657) was to lead to eternal happiness with
God promotes the regeneration of human life through wisdom, morality and
religion, thus being a natural right of all. The main task of didactics would be
study the characteristics and corresponding teaching methods of
natural development of men and the studied things. Education would promote the
sensitive perception of things through direct observation, of the recording of
impressions, in such a way that teaching needed to be planned so that it could be taught
one thing at a time, and that way, the child could understand it, for it to start
always from knowledge to the unknown to the unknown (LIBANESE, 1994).

Comenius proposes that the teacher should make a great effort for the student
would like to learn, needing to intervene with the student, bringing them closer to the ideal of
He appeals to the authorities to ensure that there are resources and
investments in schools for underprivileged people.

Jean-Jacques Rousseau.

Rousseau (1712 to 1778) was a French philosopher who lived in the century, and is considered the father of

modern pedagogy for proposing a new conception of childhood. At that time, the
children were treated as miniatures of adults. Rousseau lived in a time that
The teaching was authoritarian and rigid in the Jesuit schools, or schools
aristocratic, where there was no concern to differentiate between the education of children and that of

adults.

For Rousseau, education should be natural, far from the social environment, because man
corrupts the child, he decentralized the teacher, the child was the center.

Education was not meant to satisfy the needs of the market or the future, it led to
Being a child, the instructor taught in the natural environment, without imposing things.
mechanics, the teacher should only convey what was of interest to the child. The
the role of the educator was to guide the training process, he did not believe in
traditional learning where there is a programmed content and the center of
Know was the teacher. For Rousseau, man is educated by nature and education.
it naturally happened he was concerned with the child's immediate interests. In the
work Emílio, Rousseau these foundations of natural education.

Rousseau also had another educational model focused on education.

of the citizen, a social and political education, developed by the state with the aim of
educating the citizen for the national spirit, this phase already in adolescence where the

the child could already go to a school because she was already prepared, where her childhood
had been preserved. Roseau's great concern was to preserve childhood.

Johann Friedrich Herbart

In the 19th century, Herbert (1766-1841) theorized about the purposes of education and pedagogy.
as science and produced the difference between Pedagogy and Didactics (LIBÂNEO, 1999). A
pedagogy was not a science, it was a natural process, there were no rules or
specificity was pedagogical ideas, starting from Herbert that pedagogy begins to
being scientific. For Herbert, moral education would be achieved through instructions
educational directed and controlled by the teacher, an architect of minds, verbalist,
with formal steps directed and controlled the teacher had to prepare the class,
the materials that I would use and the materials used in the class. As a theoretical of the

education, defended the idea that the goal of pedagogy is the development of
moral character. Teaching should be based on the application of knowledge.
Psychology. For Herbert, there was a way to do things and a way to teach.

Herbart organized didactic steps that should be followed, clarity,

association, system, method. steps for the act of teaching. The first, preparation, is the
process of relating the new content to knowledge or memories that the student
already has, so that he becomes interested in the subject. Next comes the presentation
or demonstration of content. The third phase is association, in which assimilation
the subject is completed through detailed comparisons with previous content.
The generalization, the fourth step of the process, builds on the recently learned content to

the formulation of global rules; it is especially important for developing the mind
beyond the immediate perception. It is the application, which aims to show
utility for what was learned.

Instruction is the central element of the three procedures that, for Herbart,
constitute the pedagogical action. The first is what he called government, that is,
maintenance of order through the control of the child's behavior, an assignment
initially from the parents and then from the teachers. It is a set of rules
outside tax, with the aim of keeping the child occupied. The second
the procedure is the educational instruction itself and its driver is interest, which
it must be multiple, varied, and harmoniously distributed. The third is discipline, which
it serves to preserve the will on the path of virtue. At this stage, it strengthens
self-determination as a prerequisite for character formation. Unlike the
government consists of an internal process of the student, from Herbart's contributions to
psychology and pedagogy remain valuable, but their thinking and practice that
they originated in the 19th century became outdated, especially with the
emergence of the active school movement. Its main representative, the North-
American John Dewey (1859-1952) made harsh criticisms of the Herbartian doctrine.
contemporary pedagogy has made the student the subject of teaching and replaced the

18th century individualism for a more complex view of the factors involved in
work of teaching. "Today, it is accepted in theoretical terms that the human mind is
originally active, while in practice, in Brazil.

Maria Montessori
Maria Montessori (1870-1952) Born in Italy, she arrived at pedagogy by different paths.
initially dedicated to children with disabilities. His method
respected the natural growth of children, developing primarily sensory,
an active and sensory education.

She is convinced that education is only achieved through one's own activity.
a subject who educates appeals for greater freedom to satisfy their own stimuli
of the student. For Maria Montessori, the educational process had to center on the student,
The educator should teach little, observe a lot, and guide in psychological activities.

She proposed to awaken children's activity through stimulation and promote the
child autonomy. His method employed an abundant didactic material.
the material used is essentially sensory and is therefore designed to work with each
one of the sensory qualities.

The Montessori method is fundamentally biological. Its practice is inspired by

nature and its theoretical foundations are a body of scientific information about
child development. According to its followers, the mental evolution of the child
it accompanies biological growth and can be identified in defined phases, each
one more suitable for certain types of content and learning.

Maria Montessori believed that neither education nor life should be limited to
material achievements. The most important individual objectives would be: to find a
place in the world, develop a rewarding work and nurture peace and depth
interiors to have the capacity to love. The educator believed that these would be the
foundations of any peaceful communities, made up of individuals
independent and responsible.

Jean Piaget

Jean Piaget (1896-1980), psychologist dedicated to the study of knowledge formation.

scientist, began to study child psychology.

Jean Piaget was the most influential name in the field of education during the second
mid-20th century, to the point of almost becoming synonymous with pedagogy. It does not exist,

meanwhile, a Piaget method, as he himself liked to emphasize. He never acted

As a pedagogue. First of all, Piaget was a biologist and dedicated his life to subjecting to
rigorous scientific observation the process of acquiring knowledge by the being
human, particularly the child.

Piaget considered the development of intelligence and the formation of

knowledge, for him the two processes are inseparable, like a result that
it starts with the biological activity of human beings and their capacity to
adaptation to the environment. The construction of intelligence creates a process of intelligence and a

process that follows the same laws of functioning that allow living beings
to remain in balance with their means of survival. that learning is
constructed by the student and it is his theory that according to Piaget the role of action and

fundamental because the essential characteristic of logical thought is to be operational, or

to prolong the action and internalize.

Johann Heinrich Pestalozzi

Pestalozzi (1746-1827), Swiss educator. In 1774, he founded an orphanage where he tried

to teach the rudiments of agriculture and commerce, initiative and commerce in 1778
gathered some war-displaced children and began to take care of them in
very difficult conditions, in 1805 he founded the boarding school of Yverdon that took in children

from all over Europe and also served as a training center for
teachers. Pestalozzi applied his principle of integral education in class, not
limited to the absorption of information. According to him, the educational process should

to encompass three human dimensions, identified with the head (intellectual), the hand
physical) and the heart (affective or moral). The final goal of learning should be a
training is also triple: intellectual, physical, and moral.

And the study method should be reduced to its three simplest elements: sound,
shape and number. Only after perception would language come. With the instruments
acquired in this way, the student would have the ability to find within themselves
freedom and moral autonomy. How to achieve this goal depended on a trajectory
intimate, Pestalozzi did not believe in external judgment. For this reason, in his schools
there were no grades or tests, punishments or rewards, in a time when whipping
The students were common. Learning through loving experiences. Its methodology
from the easiest and simplest, to the most difficult and complex, from the known to the new
from the concrete to the abstract, the ideal is 'learning by doing', the educational process
it must encompass three human dimensions for training: intellectual, physical and
moral. The study method should be reduced to its three simplest elements,
sound, shape and number. In their schools, there were no grades or tests, punishments or

rewards. More important than the content is the development of skills

and two values.

John Dewey

John Dewey (1859-1952) was a proponent of active schooling, advocating for

learning through the student's personal activity. Dewey's thought

and is strongly marked by the consequences of the Industrial Revolution, by
the idea of democracy and the influence of modern science on thought
pedagogical. The philosophical assumptions of his theory are pragmatism, the
experimentalism, the principle of continuity, truth as praxis, school
new.

For Dewey, the school is a space that must ensure interests.

democratic, prepare for life, must create experimental processes
exemplars of social life, within the community, through continuous movements,
with interaction between subjective, objective, and environmental conditions and

communication among individuals. The school's goal is to teach the child to

living in the world you find yourself in, learning occurs when ideas
are shared. The school must fulfill two missions in the reconstruction
social: help the development of students, creating in them a desire to
permanent growth, continue learning; and enable everyone to
finding your happiness in the improvement of others' conditions. The method of
Teaching should be indirect, as the child must have experience and discover.

Célestin Freinet

Freinet (1896-1966) was born in France and was one of the educators who made the greatest mark on education.

the elementary school in your country in this century. It had the enormous courage and happiness of

set up at school the principles of education through work and of a pedagogy

modern popular. its proposals were born from the school reality.

The school activities designed by the educator have become so widely used that there are
educators who use them without ever having heard of the author. This is the case of the classes-
field trips (or field studies), from the educational corners and the exchange of
correspondence between schools. It is not necessary to have a deep knowledge of Freinet's work.
to make good use of these resources, but to understand the theory that motivated their creation

should enable its integrated application and make them more fertile.

Freinet created a pedagogy of work. For him, activity is what guides the
school practice and the ultimate goal of education is to train citizens for free labor and
creative, capable of mastering and transforming the environment and emancipating those who practice it. One of

the teacher's duties, according to Freinet, is to create a laborious atmosphere in the school, of

way to encourage children to experiment, seek answers to their

needs and concerns, helping and being helped by their peers and
looking for no professor someone what organize o work.

Another primordial function of the teacher, according to Freinet, is to collaborate as much as possible for the

success of all students. Unlike most modern educators, the

French educator did not see educational value in error. He believed that failure
it disrupts and demotivates the student, which is why the teacher must help them overcome the mistake,

discovered that the deepest form of learning is emotional involvement

on the side of the pedagogy of work and the pedagogy of success, Freinet finally proposed,
a pedagogy of common sense, by which learning results from a relationship
dialectic between action and thought, or theory and practice. The teacher is guided by a
attitude oriented by both psychology and pedagogy - thus, the history
the student interacts with new knowledge and this relationship builds their
future in society.

Alexander Sutherland Neill

Neill (1883-1973) carried out his idea of an education in freedom for a world
but freer and happier. It is one of the most radical alternatives to education.
traditional. The Niellian pedagogical alternative is built in a very personal way.
A man in search of freedom is always a solitary.

A.S. Neill's pedagogical alternative has a clearly regenerative focus.

and is not interested in instructional or educational aspects. Education should have the
the ultimate purpose is the freedom and happiness of people; for him, the systems
educational and social are based on the repression of identities. Neill wanted his
method was used as a remedy for the unhappiness caused by repression and
by the model system imposed by consumer society, by the family and by
traditional education. To be successful was, in their opinion, to be able to work with
joy and living positively, believed that children were naturally wise,
realistic, good, and creative. When educated without interference from the elders,
they would be able to develop according to their ability, their limits and their
interests, without any type of trauma. The interventions, according to him, stole the
joy of discovery and the self-confidence needed to overcome obstacles,
causing feelings of inferiority and dependency, two strong barriers to
complete happiness.

Thanks to the creation of the educational community of Summertil, the pedagogical proposal of

Neill traversed nearly the entire 20th century and acted as a unique link between the
experiences the self-government of the beginning of the 20th century and the proposals

anti-authoritarian that would come later. Neill refers to P. Goodman, J. Holt, and I. Illich.
like some of the authors who would emerge with new and promising ideas for the future of
education and humanity.

Maurício Trangtenberg

One of the few contemporary anarchist thinkers concerned with education, Mauricio.
Trangtenberg today represents an important current of thought and political action.

Trangtenberg's thinking in education shows the limits of the school as

regulatory and bureaucratic institution and the possibilities of pedagogical self-management
as the initiation of social self-management. The proposal shows the possibilities of
organization of struggles of subaltern classes and political participation of labor
in the company and at school aiming at the re-education of the workers themselves in general and

of workers in education, in particular.

The areas of knowledge are formed from disciplinary political practices, founded on
surveillance. This means keeping the student under constant observation, recording, counting
all observations and notes about the students, to establish a
strict classification of students and their aptitudes.

The practice of teaching in its essence reduces surveillance. In basic school units and
oh teacher who judges the student based on the grade. The student's subject has the system of
exam is an excellent instrument, they are tests. Any school is structured in
function of a quantity of knowledge, measured in doses, administered
homeopathically. The exams sanction an appropriation of knowledge, a
occasional poor performance, a certain delay that proves the student's inability to
appropriating knowledge. To avoid discouraging those with weaker will, the emergence of
active methods in education. The group dynamics applied to education has alienated itself
it brought the training group to the forefront. The possibility of uncoupling knowledge
of school power, lies in the creation of horizontal organizational structures where the
professors, students, and staff form a real community. And it is a result that only
can come from many struggles, from sectorial victories, defeats as well. Without school
democratic there is no democratic regime; therefore the democratization of the school is

fundamental and urgent, as it shapes the man, the future citizen.

Anton Semyonovich Makarenko

Makarenko (1888 – 1939) was a Soviet educator who specialized in work

with abandoned minors, especially those who lived on the streets and were
associated with crime. Their theories and educational practices oppose radically.

For Makarenko, the collective is a living social organism placed, at the same time,
as means and ends of education. It is a finalized set of individuals, interconnected with each other.

by common. Another methodological assumption is the appeal to permanent moderation

As for compliments and affectionate displays, as an antidote to the development of
individualistic feelings among children responsibility for work and
common participation in collective work. Makarenko's pedagogy is also a
pedagogy of work, as another fundamental educational instance, deals with work
real, of affectively productive work. Makarenco's pedagogy is also a
pedagogy of effort, of cultivating willpower, of maximum demand to
educating Some assumptions of the methodology of, trust in the organization and in
authority, forms of participation in management, how they deal with the strategies of
democracy and collective leadership, collective work, moderation regarding compliments and
affective demonstration, he repudiates fights, discipline.

Makarenko's pedagogy was completely focused on the formation of the new.

Soviet man, a communist man. And, for such an endeavor, pedagogical Marxism.
it was the theoretical and practical model on which the pedagogue we are studying was inspired
in the development of an educational paradigm distinctly different from the
bourgeois pedagogies until then.

Lev Vygotsky/Leontiev/ Davydov

Vygotsky (1896-1934) The historical-cultural theory is the name usually given to

psychological current that explains the development of the human mind based on
principles of dialectical materialism whose founder is L. S. Vygotsky. His followers
they presented new formulations that include distinctions and complementarities in
relation to the initial theoretical bases. The purpose of this text is to clarify the
different contributions brought by some theorists of this theory - in addition to Vygotsky, A. N.
Leontiev and V.V. Davydov - for the understanding of the relationships between learning and

teaching as processes culturally and historically mediated by human activity.

According to Libâneo and Freitas (2006), 'the historical-cultural theory is the commonly used designation

given the psychological current that explains the development of the human mind with
based on the principles of dialectical materialism," that is, it has as a referential basis the
philosophical works of Marx and Engels.
Dialectical historical materialism, broadly speaking, understands that human nature
it constitutes the relationship of man with the objects of reality - created and
reproduced by the human being itself - and whose mediation is done through activity. The
the development of the psyche has its roots in the relationships established between the
individuals in this sociocultural context of production. The material character of life
humanity, and that organizes it, is built over a process of evolution of the
humanity and, therefore, it is from the study of this historical organization that we
it will understand its nature (LIBÂNEO and FREITAS, 2006; PIRES, 1997).
According to historical-cultural theory, therefore, learning is of a nature
social. It is from social interactions that the human being develops functions.
higher psychological processes; (LIBÂNEO and FREITAS, 2006;)
According to Libâneo and Freitas (2006), the historical-cultural theory has its

structured development in three moments. The first occurs with Vygotsky,

Leontiev and Luria, in which the basis of this theory is established. The main themes of this ...

the beginning was the development of psychism, intellectual processes, emotions,

consciousness, activity, language, human development, learning. The
the second moment is characterized by the creation of the activity theory by Leontiev. And,
the third occurs with the expansion of historical-cultural theory to the north of
Europe, the United States, and Latin America. It is based on the ideas brought by the theory of
activity, whose author is Leontiev, which other authors have developed in areas such as
Education, Pedagogy, Psychology, and Didactics. This is the case, for example, of Davidov,
which deals with the specificity of content and learning activity (LIBÂNEO and
FREITAS, )
Man does not react mechanically to the stimuli of the environment; on the contrary, through

your activity, comes into contact with the objects and phenomena of the surrounding world,
acts upon them and transforms them, also transforming oneself. Centered on
theoretical category of activity, the historical-cultural theory of activity (or theory of
activity) emerged as a development of the historical-cultural conception and was
developed by Leontiev (1903-1979) and later by his followers.
Leontiev investigated activity in order to demonstrate that psychic development
humans find their expression in psychic activity as a peculiar form of
human activity, 'as a product and a derivative of material life, of external life,
"that transforms into an activity of consciousness" (Leontiev apud GOLDER, 2002, p.
52).
At the core of the theory of activity is the Marxist conception of nature.
socio-historical of the human being explained in the following premises: 1) the activity
represents the human action that mediates the relationship between man, subject of
activity, and the objects of reality, giving the configuration of human nature; 2) the
development of psychic activity, that is, of higher psychological processes,
it originates from the individual's social relations in their social and cultural context.
Davydov (1930-1988) incorporated concepts from Vygotsky, Leontiev, and Elkonin.
to formulate a theory of teaching: the theory of developmental teaching. For him, the
the task of contemporary school consists of teaching students to orient themselves
independently from scientific information and in any other, to teach them to think,
through teaching that promotes mental development. (DAVÍDOV, 1988, p.3).
In his work, concepts such as culture, meanings, language, human relations,
interaction, mediation, sociocultural context, among others, become even more
relevance and imply important theoretical and practical developments for the
school education, particularly for didactics (DAVYDOV, 1978; 1987; 1988;
1999; 2000.
Vygotsky explains human development through mediated processes and
highlights the importance of education and teaching in the acquisition of higher levels

development elevations. Leontiev shows that both professional activity

as cognitive activity involves the development of very specific actions,
forcing us not to treat teaching activity as something abstract, since the
The professor develops a practical activity, in the sense that it involves an action.
intentional marked by values.
 Federal University of the State of Goiás
Faculty of Education
Professor: Marilza Emilia de Castro Rodrigues

Elistane Pereira Viana

Pedagogical Thoughts

Goiânia, 31/05/2015