Non formal philosophy of education and complexity in community action
The emancipatory principles of current education philosophy, framed in the paradigm of complexity and lifelong education, prompted us to write this document. The focus will be on understanding the link to a paradigm and its theoretical and methodological consequences, specifically demonstrating how...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Filosofia e Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8658377 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/rfe/article/view/8658377 |
| Access Level: | acceso abierto |
| Palabra clave: | Complexity Epistemology Non-formal education Educação não formal Epistemologia Complexidade |
| Sumario: | The emancipatory principles of current education philosophy, framed in the paradigm of complexity and lifelong education, prompted us to write this document. The focus will be on understanding the link to a paradigm and its theoretical and methodological consequences, specifically demonstrating how this is concretized in action research framed in the paradigm of complexity, theorizing in non-formal education and community intervention. Thus, we seek to weave a framework that shows how action research and associated methods fit into this type of research and intervention in non-formal education philosophy. |
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