Education and its praxis

Abstract

This work aims to problematize discursive practices that shape some educational models crossed by traditional teaching models. Based on a fragmented and positivist way of seeing and recognizing the world, they also intend to point out inventive practices. These practices stand for integrative education by understanding education as part of a socio-historical-economic context. To do so, we will also question how psychological theories were elaborated to explain learning processes. They feed back a traditional educational paradigm in line with some educational models. This research approaches the problem qualitatively. It is also exploratory, seeking to expand knowledge around a phenomenon (Zanella, 2009). We will collect data through bibliographic research, through texts that point out the discussion raised. To analyze this data, we will use the Content Analysis technique.