Relativismo no construtivismo radical: uma análise das bases epistemológicas na educação

Abstract

Constructivism is a very influential current in pedagogy, but it has aspects in the most areas such as sociology, logic, psychology, philosophy of science, being more appropriate to call it thus of "constructivisms", in the plural. Due to some misconceptions, there are educators who think the constructivism only as an educational method, when it also consists of a kind of philosophical current which sees the subject as proactive in the process of knowledge. Our goal general in this work focused on evaluating the sense in which the subject is proactive in this conception and what were the epistemological assumptions behind radical constructivism specifically, given the influence of this aspect in the psychology of education through names such as Francisco Varela, Humberto Maturana and Ernst Glasersfeld. Our hypothesis was that radical constructivism has as its based on epistemic relativism, which was confirmed through the analysis and hermeneutics of excerpts from the works by these authors. We used bibliographic research of an exploratory and qualitative nature, and We based, among other sources, mainly on the works of Ernst Glasersfeld Radical Constructivism: a way of knowing and learning and in the book by Francisco Varela and Humberto Maturana The tree of knowledge. This research took as a starting point the importance that knowledge of the philosophy of education has, in defending that the teacher must have the intellectual commitment to thinking reflectively about its metaphysics, epistemology and, in general, its presuppositions, as these are of crucial importance for the pedagogical practice and the adoption of better methods and practices of action in the classroom.