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Date Posted: 07:33:11 11/21/04 Sun
Author: José Euríalo
Subject: Re: complexidade
In reply to: Marilene da Silva 's message, "Re: complexidade" on 19:18:27 11/19/04 Fri

Marilene:

Entendi sua observação sobre a complexidade de um processo de ensino-aprendizagem, mas a observação da Profª Vera Menezes é muito pertinente e merece ser considerada. Centrada ou não no(a) professor(a), estejam os(as) alunos(as)orbitando ou não em torno dele(dela), esse processo, em si, é complexo; no que se refere a autonomia, então, basta reler o texto-base para as discussões desta semana (PAIVA, 2004, inédito). Entre muitas outras coisas interessantes e/ou reveladoras, podemos ler ali:

"We can conclude that autonomy does involve a change in power relationship (11) and that autonomy must be considered in terms of psychological, technical, social and political dimensions. Our corpus of language learning histories presented many different experiences, showing that teachers do not have control over their students. Some students reveal they are able to make decisions and guide their own learning process. The learners also report circumstances where they had suffered social, economical and political constraints, although some of them were able to overcome the unfair obstacles.

As Waldrop (1992) puts it,

(…) these complex, self-organizing systems are adaptative, in that they don’t just passively respond to events the way a rock might roll around in an earthquake. They actively try to turn whatever happens to their advantage. Thus, the human brain constantly organizes and reorganizes its billions of neural connections so as to learn from experience (sometimes, anyway). (p.12)"

Se nós não somos simples, porque nossos "construtos" mais elaborados o seriam (entendendo que processo formal de ensino-aprendizagem seja um deles)? Talvez vejamos tudo que é complexo como sendo difícil, complicado, porque perambulamos à procura de ordem no caos que rege (ou é?) a vida.

José.

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