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+HUEDUW Herbart, o organizador da pedagogia como ciência O filósofo alemão do século 19 inaugurou a análise sistemática da educação e mostrou a importância da psicologia na teorização do ensino _����3iJLQD�GH�!�!_ &RP�R�ILOyVRIR�DOHPmR�-RKDQQ�)ULHGULFK�+HUEDUW������� �������D�SHGDJRJLD�IRL�IRUPXODGD�SHOD�SULPHLUD�YH]�FRPR XPD�FLrQFLD��VREULDPHQWH�RUJDQL]DGD��DEUDQJHQWH�H VLVWHPiWLFD��FRP�ILQV�FODURV�H�PHLRV�GHILQLGRV��$�HVWUXWXUD WHyULFD�FRQVWUXtGD�SRU�+HUEDUW�VH�EDVHLD�QXPD�ILORVRILD�GR IXQFLRQDPHQWR�GD�PHQWH��R�TXH�D�WRUQD�GXSODPHQWH SLRQHLUD��QmR�Vy�SRU�VHX�FDUiWHU�FLHQWtILFR�PDV�WDPEpP�SRU DGRWDU�D�SVLFRORJLD�DSOLFDGD�FRPR�HL[R�FHQWUDO�GD HGXFDomR��'HVGH�HQWmR��H�DWp�RV�GLDV�GH�KRMH��R SHQVDPHQWR�SHGDJyJLFR�VH�YLQFXOD�IRUWHPHQWH�jV�WHRULDV GH�DSUHQGL]DJHP�H�j�SVLFRORJLD�GR�GHVHQYROYLPHQWR���XP H[HPSOR�p�D�REUD�GR�VXtoR�-HDQ�3LDJHW�������������� � 3DUD�+HUEDUW��D�PHQWH�IXQFLRQD�FRP�EDVH�HP�UHSUHVHQWDo}HV���TXH�SRGHP�VHU�LPDJHQV� LGpLDV�RX�TXDOTXHU�RXWUR�WLSR�GH�PDQLIHVWDomR�SVtTXLFD�LVRODGD��2�ILOyVRIR�QHJDYD�D H[LVWrQFLD�GH�IDFXOGDGHV�LQDWDV��$�GLQkPLFD�GD�PHQWH�HVWDULD�QDV�UHODo}HV�HQWUH�HVVDV UHSUHVHQWDo}HV��TXH�QHP�VHPSUH�VmR�FRQVFLHQWHV��(ODV�SRGHP�VH�FRPELQDU�H�SURGX]LU UHVXOWDGRV�PDQLIHVWRV�RX�HQWUDU�HP�FRQIOLWR�HQWUH�VL�H�SHUPDQHFHU��HP�IRUPD�ODWHQWH��QXPD HVSpFLH�GH�GRPtQLR�GR�LQFRQVFLHQWH��$�GHVFULomR�GHVVH�SURFHVVR�YLULD��PXLWRV�DQRV�GHSRLV� D�LQIOXHQFLDU�D�WHRULD�SVLFDQDOtWLFD�GH�6LJPXQG�)UHXG�������������� 8PD�GDV�FRQWULEXLo}HV�PDLV�GXUDGRXUDV�GH�+HUEDUW�SDUD�D�HGXFDomR�p�R�SULQFtSLR�GH�TXH�D GRXWULQD�SHGDJyJLFD��SDUD�VHU�UHDOPHQWH�FLHQWtILFD��SUHFLVD�FRPSURYDU�VH H[SHULPHQWDOPHQWH���XPD�LGpLD�GR�ILOyVRIR�,PPDQXHO�.DQW�������������TXH�HOH GHVHQYROYHX��6XUJLUDP�GDt�DV�HVFRODV�GH�DSOLFDomR��TXH�FRQKHFHPRV�DWp�KRMH��(ODV UHVSRQGHP�j�QHFHVVLGDGH�GH�DOLPHQWDU�D�WHRULD�FRP�D�SUiWLFD�H�YLFH�YHUVD��QXP�SURFHVVR�GH DWXDOL]DomR�H�DSHUIHLoRDPHQWR�FRQVWDQWHV���+HUEDUW�IH]�XP�WUDEDOKR�GH�JUDQGH�LQIOXrQFLD SRUTXH�DSURIXQGRX�VXDV�FRQFHSo}HV�DWp�DV�~OWLPDV�FRQVHTrQFLDV���GL]�0DULD�1D]DUp $PDUDO��SURIHVVRUD�GD�)DFXOGDGH�GH�(GXFDomR�GD�8QLYHUVLGDGH�GH�6mR�3DXOR�� Moral como objetivo 1D�WHRULD�KHUEDUWLDQD��PHPyULD��VHQWLPHQWRV�H�GHVHMRV�VmR�DSHQDV�PRGLILFDo}HV�GDV UHSUHVHQWDo}HV�PHQWDLV��$JLU�VREUH�HODV��SRUWDQWR��VLJQLILFD�LQIOXHQFLDU�HP�WRGDV�DV�HVIHUDV GD�YLGD�GH�XPD�SHVVRD��'HVVH�PRGR��+HUEDUW�FULRX�XPD�WHRULD�GD�HGXFDomR�TXH�SUHWHQGH LQWHUIHULU�GLUHWDPHQWH�QRV�SURFHVVRV�PHQWDLV�GR�HVWXGDQWH�FRPR�PHLR�GH�RULHQWDU�VXD IRUPDomR�� (PERUD�SURIXQGDPHQWH�LQWHOHFWXDOLVWD��D�SHGDJRJLD�KHUEDUWLDQD�WHP�FRPR�REMHWLYR�PDLRU QHP�WDQWR�R�DF~PXOR�GH�LQIRUPDo}HV��PDV�D�IRUPDomR�PRUDO�GR�HVWXGDQWH��3RU�FRQVLGHUDU�D FULDQoD�XP�VHU�PROGDGR�LQWHOHFWXDOPHQWH�H�SVLTXLFDPHQWH�SRU�IRUoDV�H[WHUQDV��+HUEDUW�Gi rQIDVH�SULPRUGLDO�DR�FRQFHLWR�GH�LQVWUXomR��(OD�p�R�LQVWUXPHQWR�SHOR�TXDO�VH�DOFDQoDP�RV REMHWLYRV�GD�HGXFDomR���3DUD�+HUEDUW��Vy�R�LJQRUDQWH�FRPHWH�HUURV���GL]�D�SHGDJRJD�0DULD 1D]DUp�� $�LQVWUXomR�p�R�HOHPHQWR�FHQWUDO�GRV�WUrV�SURFHGLPHQWRV�TXH��SDUD�+HUEDUW��FRQVWLWXHP�D DomR�SHGDJyJLFD��2�SULPHLUR�p�R�TXH�FKDPRX�GH�JRYHUQR��RX�VHMD��D�PDQXWHQomR�GD�RUGHP SHOR�FRQWUROH�GR�FRPSRUWDPHQWR�GD�FULDQoD��XPD�DWULEXLomR�LQLFLDOPHQWH�GRV�SDLV�H�GHSRLV GRV�SURIHVVRUHV��7UDWD�VH�GH�XP�FRQMXQWR�GH�UHJUDV�LPSRVWR�GH�IRUD��FRP�R�REMHWLYR�GH PDQWHU�D�FULDQoD�RFXSDGD��2�VHJXQGR�SURFHGLPHQWR�p�D�LQVWUXomR�HGXFDWLYD�SURSULDPHQWH GLWD�H�VHX�PRWRU�p�R�LQWHUHVVH��TXH�GHYH�VHU�P~OWLSOR��YDULDGR�H�KDUPRQLFDPHQWH�UHSDUWLGR� 2�WHUFHLUR�p�D�GLVFLSOLQD��TXH�WHP�D�IXQomR�GH�SUHVHUYDU�D�YRQWDGH�QR�FDPLQKR�GD�YLUWXGH� 1HVVD�HWDSD�VH�IRUWDOHFH�D�DXWRGHWHUPLQDomR�FRPR�SUp�UHTXLVLWR�GD�IRUPDomR�GR�FDUiWHU��$R FRQWUiULR�GR�JRYHUQR��FRQVLVWH�HP�XP�SURFHVVR�LQWHUQR�GR�DOXQR�� 0XLWDV�GDV�FRQWULEXLo}HV�GH�+HUEDUW�SDUD�D�SVLFRORJLD�H�D�SHGDJRJLD�FRQWLQXDP�YDOLRVDV� PDV�VHX�SHQVDPHQWR�H�D�SUiWLFD�TXH�GHOH�VH�RULJLQRX�QR�VpFXOR����VH�WRUQDUDP XOWUDSDVVDGRV��VREUHWXGR�FRP�R�DSDUHFLPHQWR�GR�PRYLPHQWR�GD�HVFROD�DWLYD��6HX�SULQFLSDO UHSUHVHQWDQWH��R�QRUWH�DPHULFDQR�-RKQ�'HZH\��������������IH]�GXUDV�FUtWLFDV�j�GRXWULQD KHUEDUWLDQD��$�SHGDJRJLD�FRQWHPSRUkQHD�WRUQRX�R�R�DOXQR�VXMHLWR�GR�HQVLQR�H�VXEVWLWXLX�R LQGLYLGXDOLVPR�GR�VpFXOR����SRU�XPD�YLVmR�PDLV�FRPSOH[D�GRV�IDWRUHV�HQYROYLGRV�QR WUDEDOKR�GH�HQVLQDU���+RMH��DGPLWH�VH�QR�SODQR�WHyULFR�TXH�D�PHQWH�KXPDQD�p�RULJLQDOPHQWH DWLYD��HQTXDQWR�QD�SUiWLFD��QR�%UDVLO��DLQGD�VH�FRVWXPD�GHVSHMDU�FRQKHFLPHQWR�VREUH�R DOXQR��FRPR�TXHULD�+HUEDUW���FULWLFD�0DULD�1D]DUp�� Um padrão escolar para o Século 19 Classe britânica do século 19, auge do herbartianismo: disciplina e métodos rígidos. Um padrão escolar para o Século 19 $�REUD�SHGDJyJLFD�GH�+HUEDUW�WHYH�HQRUPH LQIOXrQFLD�HP�WRGR�R�PXQGR�RFLGHQWDO��H�WDPEpP�QR -DSmR��QD�VHJXQGD�PHWDGH�GR�VpFXOR�����3RU�VH EDVHDU�QR�SULQFtSLR�GH�TXH�D�PHQWH�KXPDQD�DSHQDV DSUHHQGH�QRYRV�FRQKHFLPHQWRV�H�Vy�SDUWLFLSD�GR DSUHQGL]DGR�SDVVLYDPHQWH��R�KHUEDUWLDQLVPR UHVXOWRX�QXP�HQVLQR�TXH�KRMH�TXDOLILFDPRV�GH WUDGLFLRQDO���$V�HVFRODV�KHUEDUWLDQDV�WUDQVPLWLDP�XP HQVLQR�WRWDOPHQWH�UHFHSWLYR��VHP�GLiORJR�HQWUH SURIHVVRU�H�DOXQR�H�FRP�DXODV�TXH�REHGHFLDP�D HVTXHPDV�UtJLGRV�H�SUHHVWDEHOHFLGRV���GL]�D HGXFDGRUD�0DULD�1D]DUp��+HUEDUW�SUHYLD�FLQFR�HWDSDV�SDUD�R�DWR�GH�HQVLQDU��$�SULPHLUD� SUHSDUDomR��p�R�SURFHVVR�GH�UHODFLRQDU�R�QRYR�FRQWH~GR�D�FRQKHFLPHQWRV�RX�OHPEUDQoDV TXH�R�DOXQR�Mi�SRVVXD��SDUD�TXH�HOH�DGTXLUD�LQWHUHVVH�QD�PDWpULD��(P�VHJXLGD�YHP�D DSUHVHQWDomR�RX�GHPRQVWUDomR�GR�FRQWH~GR��$�WHUFHLUD�IDVH�p�D�DVVRFLDomR��QD�TXDO�D DVVLPLODomR�GR�DVVXQWR�VH�FRPSOHWD�SRU�PHLR�GH�FRPSDUDo}HV�PLQXFLRVDV�FRP�FRQWH~GRV SUpYLRV��$�JHQHUDOL]DomR��TXDUWR�SDVVR�GR�SURFHVVR��SDUWH�GR�FRQWH~GR�UHFpP�DSUHQGLGR SDUD�D�IRUPXODomR�GH�UHJUDV�JOREDLV��p�HVSHFLDOPHQWH�LPSRUWDQWH�SDUD�GHVHQYROYHU�D�PHQWH DOpP�GD�SHUFHSomR�LPHGLDWD��$�TXLQWD�HWDSD�p�D�GD�DSOLFDomR��TXH�WHP�FRPR�REMHWLYR PRVWUDU�XWLOLGDGH�SDUD�R�TXH�VH�DSUHQGHX� Biografia -RKDQQ�)ULHGULFK�+HUEDUW�QDVFHX�HP�2OGHQEXUJ��QD�$OHPDQKD��HP�������H�FRQKHFHX�DOJXQV GRV�PDLV�LPSRUWDQWHV�LQWHOHFWXDLV�GH�VHX�WHPSR��$RV����DQRV��Mi�HUD�DOXQR�GR�ILOyVRIR -RKDQQ�)LFKWH�������������QD�8QLYHUVLGDGH�GH�,HQD��/RJR�HP�VHJXLGD��WUDEDOKRX�GXUDQWH TXDWUR�DQRV�FRPR�SURIHVVRU�SDUWLFXODU�HP�,QWHUODNHQ��QD�6XtoD��SHUtRGR�HP�TXH�ILFRX�DPLJR GR�HGXFDGRU�-RKDQQ�+HLQULFK�3HVWDOR]]L��������������7RUQRX�VH�SURIHVVRU�QD�8QLYHUVLGDGH GH�*|WWLQJHQ�HP�������6HLV�DQRV�GHSRLV��DVVXPLX�D�FiWHGUD�GHL[DGD�YDJD�SRU�,PPDQXHO .DQW�HP�.|QLJVEHUJ��RQGH�OHFLRQRX�DWp�������TXDQGR�UHDVVXPLX�R�SRVWR�GH�SURIHVVRU�GH ILORVRILD�HP�*|WWLQJHQ��(P�.|QLJVEHUJ��IXQGRX�XP�VHPLQiULR�SHGDJyJLFR�FRP�XPD�HVFROD GH�DSOLFDomR�H�XP�LQWHUQDWR��2V�HVWXGRV�PDLV�LPSRUWDQWHV�GH�+HUEDUW�IRUDP�QR�FDPSR�GD ILORVRILD�GD�PHQWH��j�TXDO�VXERUGLQRX�VXDV�REUDV�SHGDJyJLFDV��HQWUH�HODV��3HGDJRJLD�*HUDO�H (VERoR�GH�XP�&XUVR�GH�3HGDJRJLD���$�LQIOXrQFLD�GH�VXD�WHRULD�VH�HVWHQGHX�D�XPD�OHJLmR�GH SHQVDGRUHV��GDQGR�RULJHP�D�YiULDV�LQWHUSUHWDo}HV��DWp�HQWUDU�HP�GHFOtQLR�QR�LQtFLR�GR�VpFXOR ��� Gênios em profusão na Alemanha +HUEDUW�YLYHX�QXPD�pSRFD�HP�TXH�D�$OHPDQKD�SURGX]LX��GpFDGD�DSyV�GpFDGD��DOJXQV�GRV PDLV�LPSRUWDQWHV�LQWHOHFWXDLV�GD�KLVWyULD�GD�KXPDQLGDGH��$OJXQV�GHOHV�UHGHILQLUDP�VHXV FDPSRV�GH�DWXDomR��FRPR�-RKDQQ�:ROIJDQJ�YRQ�*RHWKH�������������QD�OLWHUDWXUD�H�.DQW QD�ILORVRILD��&XULRVDPHQWH��R�SDtV�QDTXHOH�SHUtRGR�HUD�FRQVWLWXtGR�SRU�GH]HQDV�GH Goethe retratado como patinador e entre admiradoras: cultura para o bem comum. PLQ~VFXORV�SULQFLSDGRV��YLUWXDOPHQWH LQGHSHQGHQWHV��PDV�VXEVHUYLHQWHV�DRV�JUDQGHV FHQWURV�GH�SRGHU��FRPR�3DULV�H�/RQGUHV��1R�HQWDQWR� XPD�FXOWXUD�VyOLGD�VH�GHVHQYROYLD�QDV�XQLYHUVLGDGHV DOHPmV��$�LQIOXrQFLD�SURWHVWDQWH�H�D�WHQGrQFLD�GRV JRYHUQDQWHV�DOHPmHV�GH�VH�FHUFDUHP�GH�IXQFLRQiULRV FXOWRV�WDPEpP�DMXGDUDP�D�FULDU�XP�FRQWH[WR�HP�TXH RV�LQWHOHFWXDLV�FRVWXPDYDP�VHU�FKDPDGRV�D FRQWULEXLU�SDUD�R�EHP�FRPXP��PHVPR�TXH�R�VLVWHPD SROtWLFR�HVWLYHVVH�ORQJH�GH�VHU�GHPRFUiWLFR��1DV XQLYHUVLGDGHV��RV�SURIHVVRUHV�GH�ILORVRILD�WLQKDP�GHRFXSDU�WDPEpP�FiWHGUDV�GH�SHGDJRJLD��9iULDV JHUDo}HV�GH�LQWHOHFWXDLV���DJUXSDGRV�VRE�DV�FRUUHQWHV LGHDOLVWD��URPkQWLFD�H�UHDOLVWD���GHL[DUDP��DVVLP� FRQWULEXLo}HV�IXQGDPHQWDLV�SDUD�D�HGXFDomR� Para pensar John Dewey criticou a teoria herbartiana dizendo que ela previa um "mestre todopoderoso", encarregado de manipular os processos mentais do aluno por meio da instrução. Para Dewey e a maioria dos pedagogos do século 20, o pensamento de Herbart subestima e até ignora a ação do próprio aluno e sua capacidade de autoeducarse. Mas não se pode negar que Herbart foi um dos pensadores que mais se interessaram pela psicologia do educando e o modo como ela influi em seu aprendizado. Você considera satisfatório seu conhecimento dos processos psíquicos das crianças em geral e de seus alunos em particular? Se acha que sim, de que modo pode utilizálo para aprimorar suas aulas? Quer saber mais? +LVWyULD�GD�(GXFDomR�H�GD�3HGDJRJLD, Lorenzo Luzuriaga, 312 págs., Cia. Ed. Nacional, tel. (11) 27997999, 44,90 reais +LVWyULD�*HUDO�GD�3HGDJRJLD, Francisco Larroyo, 501 págs., Ed. 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