Quinta-feira, 3 de Abril de 2014

educacao bancaria e pedagogia tradicional



In this paper , we address on Traditional Banking Education and Pedagogy . We intend with this theme , we seek to understand the characteristics of these and their mode of perception on the teaching and learning process. In order to complete the work , it was through bibliographic queries that address the issue highlighted in which are listed in the bibliography at the end .


Keyword : Traditional Pedagogy ; Banking Education ; society.


Traditional pedagogy

refers to a proposal centered education teacher. It had its beginnings in the nineteenth century , passed with great force into the twentieth century and still survive her roots by the XXI century , recognized as liberal bias .


Traditional pedagogy has left many marks on the basis of being the first to be applied , but its fall was only a matter of time that will was not analyzed with the psychological contest , since this science would emerge years afternoons , until now known characteristics of this pedagogy because she had been implanted and somehow was very effective in his ideal.


Characteristic of traditional pedagogy Traditional pedagogy is concerned with the universalization of knowledge. Intensive training , repetition and memorization are the ways in which the teacher , considered knowledge holder transmits the content to their students , who are passive agents in this process. The contents are absolute truths , divorced from everyday life of the student and their social reality .  Learning , this trend becomes artificial. Save to " earn money" and not study to abstract knowledge , stimulating competition among students who are subjected to a classification system .



 The school is institutionalized this trend from the Renaissance and the modern age, with the system of boarding schools with strict discipline and constant vigilance , marking , especially the bourgeois middle school that objective humanistic training .


 The school is marked by cultural conservatism , drawing inspiration from the past to solve the problems of the present, heavily emphasizes the social and cultural experience that is transmitted without considering the individual skills and abilities . Reflecting on the traditional pedagogy , one realizes that it remains strong and persistent in most schools and universities , where students end up realizing that the course who attends does not have a defined and consistent line , resulting in some great frustration .


At present , we have seen education professionals , university , teaching the way you have been taught without questioning and analysis of their practice . Function of the traditional school The role of traditional school and just make the student grow by its own merits from the teacher who passes them all the knowledge gained by mankind , a highly mechanical , cold and raw form , and a generalized form in which the particularities were respected , students would always be independent of specific students , the teacher would be the owner of the wisdom and knowledge , thus leaving the current position of the teacher as an active subject , the student as a passive subject, the subject that this should just receive the knowledge and itself develops its social, political and human characteristics in general in a way that would be less able to bring this school development . " The cultural journey towards knowing is the same for everyone , provided that endeavor .


Thus, the less able must struggle to overcome difficulties and gain a place with the most capable . If they fail should seek a more technical education. '' Thus we note that education came directly from a teacher who did not care about the students , but rather , with the transferred knowledge. Less able students should look for a course that would be more professional , ie a course of pure teaching without human development . In this case the teacher is the center of the educational process , and being responsible for the transmission of content , so the teacher is seen as an all-powerful master, the doctor of all wisdom and indisputable . The relevant experience that students should experience is to have democratic access to information , knowledge and ideas , and thus meet the physical and social world .


The school is the place par excellence where one reasons , and the environment should be convenient for the student austere not disperse , so that the interest of the students is generally open learning for them to go back and show this willingness to learn . Traditional pedagogy is marked by an education based on truths imposed, the contents were transferred primarily accumulated with the passage of time in order to prepare them for life social values ​​, and these contents are determined by independent companies and ordered the legislation of student experience and social realities , making the traditional pedagogy is seen as encyclopedic . The teaching depended on the student because he had not the power to challenge and even to give your opinion in this case was for the student to function and decorative raw learning , and the role of the teacher direct instruction and without delay. The great achievements of mankind had a much greater emphasis being to these contents , which is considered encyclopedic education , knowledge of mankind were all passed a decorative and repetitive way to that knowledge firmasse head .


Teaching Method The oral explanation , was the method used by teachers, where compartilharmento base of knowledge , classes in this case were all prepared in detail . The educational process involves teachers, students , because the teacher is seen as a dictator in the classroom , and there is virtually no relationship between him and the students . The teacher is like a machine to pass on knowledge without feeling anything for the traditional teacher , students were only students and specificities did not exist , all were students .


The transfer of learning depends on the training , there is indispensable retention, memorization, so that the student answers for new situations similar manner. Banking education For Paul Nun , " education is one that fits the learner just be filing , archiving information " ( Nun , 2003:67 ) . In the view of banking education , knowledge is a gift of which are wise to think themselves know nothing .


Donation that is based on an instrumental manifestations of the ideology of oppression - the absolutism of ignorance , which is what we called alienation of ignorance , according to which this is forever in the next. Thus, the teacher is above the student , not allowing questions and new ideas . The experiences of students should be emptied when entering the classroom , to receive knowledge from the teacher, master word and truth .


All luggage of students should be discarded because it is not considered a "knowing " .


Action Educator The banking concept distinguishes the action of the educator in two moments :


 The first educator in your library acquires knowledge , and :

 The second front learners narrates the results of their research , they only fitting to save what they have heard or copied . In this case there is no knowledge , learners are not called to know , just memorize mechanically , get ready for something else . Thus , vertical and antidialogical way the banking concept of education " schools" for passivity , for creativity , and is therefore opposed to education wishing to educate for autonomy.


Characteristics of banking education


For Freire , storytelling and dissertation are striking features of banking education .



These elements ( Narration or dissertation ) , involving a subject ( the narrator ) and objects in patients listeners ( the students ) " ( Nun , 2003, p. 65 ) . Keeping the contradiction between educator and student , the narration does not promote education , " telling of content , for this reason, tend to petrify or to do something almost dead " ( ibid. ) . This type of education has patches of reality in a static way , without taking into account the experience of the student . " In this way , education becomes an act of depositing , in which the students are the depositories and the teacher or mere receivers the depositor or transmitter " ( Ibid. , p . 66 ) .


The bank has vision rigidly defined roles , the teacher is the sage who has the knowledge while the student is always the one who does not know . In summary , the educator is to educate, know, think, say the word , discipline , and chooses the option lapses , acts , chooses the program content , identifies the authority of knowledge with his functional authority , and finally , is the subject of proceedings . Learners, in contrast, are polite , do not know , are thought , listen meekly , are disciplined , follow the prescription , have passive role , are not heard , must adapt to the determinations of the educator , and are mere objects ( ibid. , p. 66-67 ) .


Therefore , in this distorted vision of education men are creatures of adaptation and adjustment. The problem is that the more they are treated as deposits , are less capable of critical consciousness and free themselves from the oppressive situation . This authoritarian education inhibits the ability to ask , pruning curiosity ( and FAUNDEZ Freire , 1986 , p 46. ) , Generates a passive , naive man who is not capable of thinking authentic. Thus, there are passive structures that make acceptance beings men to another heteronyms .


She , instead of turning the man to be autonomous , to accomplish their vocation of Being More , makes the automaton , which is a form of heteronomy . The banking education maintains " irreconcilable between educator and student ," and also suggests a " nonexistent dichotomy men - world." , In that it puts men as mere " spectators and not entertainers in the world " (Freire , 1983 , p . 71) .


Disadvantage of banking education


The banking education conditions people to adapt to the world , live accepting oppression without revolting against bosses , leaders , or whoever may oppress ie to work , comply with the laws it without question the very role they occupy in society .


 Denies man as the subject of your actions and how to be the option. Thus, the banking education is education as the practice of domination ;  Maintains educating the ingenuity and so he settles to the world of oppression , remaining in heteronomy .


Still , the banking education with pure transfer of content, not learner participation in knowledge production , is one of the elements responsible for motivation , lack of interest in studying what is " past" in the classroom (Freire and SHOR , 1987 , p . 15 ) .


Given this fact , Freire calls attention to a genuine product of banking education , high levels of quantitative and qualitative deficit in education that constitute obstacle to the country's development and emancipation . In schools today there are many remnants of banking education , still vertical practices antidialógicas , in which the student is treated as a deposit , which , as already seen , prevents pregnancy from occurring autonomy. Banking education and school failure The banking education aims at imparting knowledge and conceives a reality imposed by the ruling class of our society . School to include this design , makes the students coming from poor class (dominated ) , fail to follow such a conception , because the school body has nothing to do with their realities , their experiences and learning in this way , these students end up believing who are unable , less intelligent and that the school is not your place , so end up abandoning it .




The terms they approached the topics listed on the traditional banking education and pedagogy aimed at students know that a traditional school closed and knowledge , and the student is conceived as one who receives the transfer of knowledge and information . Whereas the teacher 's active role , epistemological view of transferring information and photos , cultural silence and false knowledge . And the student fits the passive , oppressed , deposit , also saw a banking education , says paper content is automatically disconnected from the existential situation of the student. The communication is one-sided and teaching methodology is the oral presentation of the teacher , where the teacher finds its possible action ie a relationship of unilateral power . And we also saw that Freire proposed the Liberating Education or problematized .


The subjects of the process of knowledge construction that says , "Nobody educates anybody , nobody educates himself, men are educated each other , mediated by the world .



Freire , Paulo . Pedagogy of the Oppressed . Rio de Janeiro : Continuum , 2003.

Traditional education , viewed from another angle in: http://www.luso-poemas.net/modules/news/article.php?stoyid=30990 accessed on 04.02.2014 14 hours .

publicado por malua7rcbm às 15:07
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