WEAVING THE STRIPS OF MULTIDIMENSIONALITY OF PEDAGOGICAL PRACTICE

Abstract

Pedagogical projects are one practical sufficiently recurrent in the school. Between these, it has one that it The present article aims at reflecting on the fragmentation of human learning and knowledge which are still present in our schools daily practices, reaffirming the necessity of a multidimensional approach of pedagogical practice in its human, technical and political dimension. It emphasizes concepts about Education and Didactics highlighting the contribution of each dimension in getting a pedagogical cause engaged with human integrity. To contribute to reflections on human dimensions, it searches Morin`s path (1986, 1999, 2000a, 2000b, 2002) in the debates about the paradigm of Complexity which opens the possibility to reframe the pedagogical knowings and doings in such a way that they can materialize in a constructive and sensible way in daily practices within schools. Following this path of argument, the author tries to analyze the dominant/hegemonic paradigm which bases itself on the exclusion of the subject. The article also highlights relevant aspects about the technical and polical dimensions supported by theorists as Freire (1985a), Candau (1984), Paro (2002). It evaluates the current need of aggregating the creative dimension to pedagogical practice, understanding Arts as an instrument truly educative. For so much, it takes as a support the contributions of Read (2001) and Vygotsky (1988, 1999, 2001, 2003a, 2003b) and Ostrower (1987).