A atualidade De John Dewey para a educação: mais arte, não menos
DOI:
https://doi.org/10.5965/24471267432018009Keywords:
John Dewey, contemporary educacion , Aristotle , rhetorical analysisAbstract
This work seeks to show that John Dewey offers valuable contribution to think on educational problems of today. To fulfill this goal, the work studies Dewey's Art as experience in order to discuss the link established by the author between the two concepts that form the title of the book – art and experience. The results of the study are transported to education – subject not focused in that book – considering the educational scenery of today. The methodology is the rhetorical analysis, in accordance with the works of the Research Group Rhetoric and Argumentation in Pedagogy (USP/CNPq), whose bases are in Aristotle, especially in Topics and Rhetoric, according to the interpretation made by Chaïm Perelman and other researchers linked to the contemporary movement that promotes the revision of Aristotelian philosophy. The conclusions of the work emphasize that the transposition of Dewey’s aesthetic to education brings several contributions to educators, supporting innovative measures, such as the use of the arts in teaching and the creation of new methods for teaching art, and also offering inspiration to transform education in a rewarding and humanizing experience. Such contributions should be however confronted with political radicalism that is present in the exam made by Dewey about contemporary culture.
Downloads
References
ANDRADE, Erika Natacha Fernandes; CUNHA, Marcus Vinicius (2012). Concordâncias e discordâncias de Dewey com Freud. Educar em Revista, Curitiba, v. 44, n. 2, p. 275-291, abr./jun..
BARBOSA, Ana Mae (1982). Recorte e colagem: influências de John Dewey no ensino da arte no Brasil. São Paulo: Autores Associados/Cortez.
BARBOSA, Ana Mae (2002). John Dewey e o ensino da arte no Brasil. 5. ed. São Paulo: Cortez.
BARBOSA, Ana Mae (2003) Arte Educação no Brasil: do modernismo ao pós- modernismo. Arte, São Paulo, n. 0, out.
BERTI, Enrico (1997). Aristóteles no século XX. São Paulo: Loyola. Tradução de Dion Davi Macedo.
CRICK, Nathanael (2010). Democracy and rhetoric: John Dewey on the arts of becoming. Columbia: University of South Carolina.
CUNHA, Marcus Vinicius (1994). John Dewey: uma filosofia para educadores em sala de aula. Petrópolis: Vozes.
CUNHA, Marcus Vinicius (2001). John Dewey: a utopia democrática. Rio de Janeiro: DP&A.
CUNHA, Marcus Vinicius (2005). Comunicação e arte, ou a arte da comunicação, em John Dewey. Revista Brasileira de Estudos Pedagógicos, Brasília, v. 86, n. 213/214, p. 9-20, maio/dez.
CUNHA, Marcus Vinicius (2010). História da educação e retórica: ethos e pathos como meios de prova. In: Silva, M.; Valdemarin, V. T. (Org.). Pesquisa em educação: métodos e modos de fazer. São Paulo: Cultura Acadêmica.
CUNHA, Marcus Vinicius; GARCIA, Débora Cristina (2011). Pragmatism in Brazil: John Dewey and education. In: PAPPAS, G. F. (Org.). Pragmatism in the Americas. New York: Fordham University.
DEWEY, John (1922). Human nature and conduct: an introduction to Social Psychology. The Middle Works of John Dewey, 1899-1924. Volume 14.
DEWEY, John (1959). Democracia e educação: introdução à filosofia da educação. 3. edição. São Paulo: Nacional. Tradução de Godofredo Rangel e Anísio Teixeira.
DEWEY, John (2007). Democracia e educação: capítulos essenciais. São Paulo: Ática. Tradução de Roberto Cavallari Filho.
DEWEY, John (2010). Arte como experiência. São Paulo: Martins Fontes. Tradução de Vera Ribeiro.
MEYER, Michel (2007). A retórica. São Paulo: Ática. Tradução de Marly N. Peres.
MOREIRA, Carlos O. Fiúza (2002). Entre o indivíduo e a sociedade: um estudo da filosofia da educação de John Dewey. Bragança Paulista: EDUSF.
PAGNI, Pedro Angelo (2011). Leituras sobre as contribuições de John Dewey para a educação. In FÁVERO, A. A.; TONIETO, C. (Org.). Leituras sobre John Dewey e a educação. Campinas: Mercado de Letras.
PIMENTA DE ARAÚJO, Rita; CUNHA, Marcus Vinicius (2011). A apropriação de Aristóteles por John Dewey. Educação e Filosofia, Uberlândia, v. 25, n. 49, p. 43-70, jan./jun.
PERELMAN, Chaïm (1982). The realm of rhetoric. Notre Dame: Notre Dame University. Tradução de William Kluback.
PERELMAN, Chaïm; OLBRECHTS-TYTECA, Lucie (1996). Tratado da argumentação: a nova retórica. São Paulo: Martins Fontes. Tradução de Maria E. Galvão.
REBOUL, Olivier (2004). Introdução à retórica. São Paulo: Martins Fontes. Tradução de Ivone Castilho Benedetti.
SOUZA, Rodrigo Augusto (2011). O lugar de pensamento de John Dewey na historiografia da educação brasileira. In FÁVERO, A. A.; TONIETO, C. (Orgs.). Leituras sobre John Dewey e a educação. Campinas: Mercado de Letras.
TOULMIN, Stephen (2001). Os usos do argumento. São Paulo: Martins Fontes. Tradução de Reinaldo Guarany.
VALDEMARIN, Vera Teresa (2010). História dos métodos e materiais de ensino: a escola nova e seus modos de uso. São Paulo: Cortez.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 REVISTA APOTHEKE
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright and Licensing Policy
Authors of works submitted to Revista APOTHEKE authorize their publication in both print and digital formats exclusively for academic purposes. Reproduction is permitted, provided that the source is properly cited. Authors confirm the originality, authorship, and unpublished status of their manuscripts.
Articles published by the journal are freely available and intended for academic and non-commercial use only. All copyrights are transferred to the journal. The content of signed articles reflects the views of their respective authors and not the official position of Revista Apotheke. The author(s) agree to always cite the following reference when republishing or referring to the content originally published in Revista Apotheke:
“This article was originally published by Revista Apotheke in volume (insert volume), number (insert number), year (insert year), and is available at: http://www.revistas.udesc.br/index.php/APOTHEKE/index”
It is the sole responsibility of the authors to obtain written permission for the use of any material protected by copyright law included in their articles. Revista Apotheke is not responsible for copyright infringements committed by contributors.
Authors retain copyright and grant the journal the right of first publication, with the work licensed under a Creative Commons Attribution-NonCommercial License (CC BY-NC):
-
Attribution (BY): Licensees are allowed to copy, distribute, display, perform, and create derivative works, provided that proper credit is given to the author or licensor, in the manner specified.
-
NonCommercial (NC): Licensees may use the material only for non-commercial purposes.
After publication, authors retain the rights to their work and may republish the text.
