O escolanovismo e a pedagogia socialista na UniÃo SoviÃtica no inÃcio do sÃculo XX e as concepÃÃes de educaÃÃo integral e integrada

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This study aims to present the proposals for Integral Education and Integrated Education by theorists from the Soviet Union, namely Vladimir Ilitch Ulianov, or Lenin (1870-1924), Nadejda Konstantinovna Krupskaia (1869-1939), MoisÃs Mikhaylovich Pistrak (1888-1940) and Anton Semionovich Makarenko (1888-1939), covering the period from the Revolution in October 1917 to the decade of 1930; and by John Dewey (1859-1952), a leading representative of the so-called Progressive Education Pedagogy. We sought to examine to which extent the Soviet authors shared the propositions of the Progressive Education movement, especially John Deweyâs ideas, by problematizing the process of development and consolidation of capitalism, supported by liberalism and its fundamental principles, with emphasis on the second phase of liberalism, in which John Dewey is situated. We also discuss the challenges faced by the revolutionary Russia, highlighting the important elements in the struggle between liberals, fascists and socialists, as well as the elements that were incorporated, denied or even overcome by the Soviet theorists. For this study, it was necessary to understand that the concepts are not universal, but they have different meanings and respond to specific needs, taking the particularities of each time and place into account. In this sense, we examined the relationship between capitalism and liberalism, and how this relationship was expressed in the Progressive Education movement, as well as how socialism has entered this debate, considering the particular reality experienced in the Soviet Union. According to our findings, John Deweyâs idea of Integral Education is that the school must provide an education that integrates culture with its practical use, which comprise the challenges faced by capitalism in that period, such as the absence of democratic institutions. On the other hand, within the Marxismâs conceptual framework, the possibilities of an Integral Education aiming at the development of human being in its multiple dimensions, that is, an omnilateral education as opposed to unilateral education, could only be effective in a society where the full development of man was more important than the interests of capitalist accumulation and reproduction, that is, in the communist society. Although we are based on the assumption that Russia experienced, in the first decades after the Revolution, a transitional phase â socialism â, it was possible to find out that the Sovietsâ idea of education was close to a conception of Integral Education as they pursued an education that included the political, economic and cultural dimensions, articulated to the revolutionary process. Regarding the Integrated Education, we have found that it is mainly used to express the relationship between school and society, and education and work, considering the historical particularities. Yet from different perspectives, bearing in mind the different projects of society and education, it was possible to establish the conception of Integrated Education both in John Dewey and in the Soviet authors.

ASSUNTO(S)

john dewey educaÃÃo integral educacao john dewey soviet education integral education integrated education educaÃÃo soviÃtica educaÃÃo integrada

ACESSO AO ARTIGO

Documentos Relacionados