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Aporte de la Obra de Piaget a la Comprensión de Problemas Educativos

Aporte de la Obra de Piaget a la Comprensión de Problemas Educativos

          
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About the Book

Al recorrer la obra de Piaget, llama la atención que algunos de sus comentaristas y críticos asumen dos posiciones extremas sobre su teoría en relación con la educación: la de aquellos que consideran que Piaget es un pedagogo o un autor en Educación, porque su obra trata del crecimiento de los mecanismos que nos permiten acceder al conocimiento (Aebli, 1958; Coll, 1987) y la de quienes conciben la obra de Piaget como una reivindicación del "conocimiento espontáneo" (cualquiera que sea su definición) que es determinado por el estadio del desarrollo en el cual el niño se encuentra (Elkind, 1976, 1981). Es también común que los defensores de esta última postura vean las convenciones del mundo adulto como "coacciones" que "limitan dicha espontaneidad" en el conocimiento del niño. Nos encontramos entonces ante una serie de autores que asumen un "Piaget pedagogo" y otros que asumen un "Piaget antieducativo", o, al menos, un "Piaget antiadultos". Por ese motivo es importante volver a preguntarnos qué pensaba Piaget acerca de diversos aspectos de la Educación y qué consecuencias tiene su teoría para pensar en asuntos de interés para la Educación.

Existen dos textos en los cuales este autor formula explícitamente una postura sobre asuntos educativos: A dónde va la educación (Piaget, 1975), texto realizado para la Unesco en 1972, por ser considerado una autoridad mundial en desarrollo de la inteligencia y el conocimiento. El otro es el primer capítulo de Problemas de psicología genética (Piaget, 1976), en el cual se postulan implicaciones en la consideración de factores endógenos y exógenos en el desarrollo humano. Este último parece escrito en respuesta a dudas y críticas a sus planteamientos sobre la relación entre la interacción social y la formación del conocimiento.

Al realizar esta exploración, se constata que lo planteado explícitamente por Piaget sobre asuntos educativos tiene matices de prudencia, en los cuales resalta que él realiza investigación psicológica y que no es un pedagogo (Piaget, 1976). Exhorta al lector a tomar su punto de vista solamente como el de una "opinión informada" sobre el desarrollo infantil y del conocimiento. También, evita lanzar directrices definitivas. Apenas sugiere algunos temas que considera de interés para su teoría y para la investigación educativa



Product Details
  • ISBN-13: 9798839498808
  • Publisher: Independently Published
  • Binding: Paperback
  • Language: Spanish
  • Returnable: N
  • Weight: 68 gr
  • ISBN-10: 883949880X
  • Publisher Date: 04 Jul 2022
  • Height: 216 mm
  • No of Pages: 50
  • Spine Width: 3 mm
  • Width: 140 mm


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