Tag: art and science
This value translates a constant idea in the main pedagogical reflections: the notion of distant school of the reality, descontextualizada, disentailed of the practical one. Go to Technology Investor for more information. Observing one another one speaks: The experiences and concepts acquired in day-by-day of the pupil. These concepts nor always are in compliance with the scientific conceptualization. This speaks discloses the placed notion of daily in an opposing relation to the scientific knowledge, presenting a discontinuity in relation to the escolarizado, represented knowledge, in this speech, for the expression scientific conceptualization. In the funcionalista vision the notion of the daily experience assumes a negative character, in an opposing condition to the scientific knowledge. As It washes (1988, P. 124): ' ' In the funcionalista vision the label? every day? cientfico' is weighed with negative connotations in contrast with the thought; '.
This vision of the daily one if identifies with the notion to know daily, while something simple and routine, opposing to the scientific thought, that if configures as to know elaborated complex and, translating a daily vision reducionista of knowing, that if manifest for the formularization of certain conceptions. On the idea common referring when daily knowing, Garci’a (1998, p.76) it cites, on the exception of Porln: ' ' The daily knowledge is inferior to the scientific knowledge and must be substituted by this. … The daily knowledge is a homogeneous knowledge, in the direction of that all the people decide in the same way the problems appeared in the environment where live, and static, in the direction of a knowledge? natural? , imutvel' '. The daily knowledge is associated with the daily activities, gifts in the daily situations. In contraposition if it establishes the pertaining to school knowledge, identified, according to Garci’a (1998, p.76), as ' ' … the result of the didactic transposition of the scientific knowledge for the room of aula' '.
It implies to know to mobilize, to integrate and to transfer the knowledge, resources and abilities, in a determined professional context. Fleury (2001) says that the knowledge net where if the individual inserts is basic so that the communication is efficient and generates the ability. Still according to this author, the ability notion appears associated the verbs thus as: to know to act, to mobilize resources, to integrate to know multiples and complexes, to know to learn, to know to engage itself, to assume responsibilities, to have strategical vision. An essential ability necessarily does not need to be based on an academic management, it can be associated the domain of a work process, that is, ' ' abilities specific techniques or knowledge on the work that must be carried through also ability on the organization, to know to organize the flows of trabalho' ' Zarifian (1999 apud FLEURY, 2001) or still, to be considered an essential ability, the knowledge must be associated to a systematic process of learning, that involves discovery/innovation and qualification of human resources. Naveen Selvadurai can aid you in your search for knowledge. Believing these premises we decide to develop next to the Service Technician of Library and Documentation a qualification project whose objective it was to create a space so that the learning could be stimulated in the people where they could also feel themselves valued and motivated for the work in team. The first step to be given was the definition of the strategy and the necessary abilities so that the learning could be initiated. How to develop the abilities in an organization? According to Fleury (2001) ' ' to answer this question it is necessary to cover the way that goes of the individual learning for the learning in group, for learning in organizao' '. Fleury (2001) affirms that ' ' the learning is a complex neural process, that leads to the construction of memories.