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Ambiente de aprendizagem de cabala e a inovação pedagógica
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Abstract(s)
A cabala foi aprendida durante milênios apenas por homens judeus com idade superior
a quarenta anos. Historicamente, após longo trajeto, expandiu-se no século XX pelo mundo,
abrindo-se a pessoas de diversas idades e ambos os sexos. A inovação pedagógica, com foco
na aprendizagem visando saída do modelo escolar fabril, tem buscado hodiernamente em
ambientes educacionais anômalos a este parâmetro soluções para o impasse limitador da
repetição. Em que a aprendizagem de cabala, investigada a partir de aulas em Petrolina,
Pernambuco, Brasil, pode significar inovação pedagógica para seus atores educacionais? Há
inovação pedagógica neste ambiente de aprendizagem de cabala? O objetivo desta pesquisa é
justamente responder a estas questões. Utilizou-se como metodologia de pesquisa a
abordagem etnográfica, tendo como formas de coletas de dados a observação participante,
amparada no diário de campo e entrevistas abertas, com objetivo de compreender os
fenômenos encontrados com campo de pesquisa. O recolhimento, a análise e a intepretação
dos dados, possibilitou concluir que as aulas de cabala realmente tinha uma metodologia
diferente das aulas tradicionais, os conteúdos das aulas são direcionados pelo que os
aprendizes desejam aprender, em ambientes mais informais possíveis (divergentes do
tradicional nos círculos cabalísticos orientados pelo judaísmo); que os aprendizes tinham
liberdade para questionar e discutir os assuntos, no entanto, não existia um trabalho
colaborativo, não era estimulada a autonomia dos alunos, mesmo sendo uma aula de discussão
e reflexão; o professor ainda era visto como o detentor do conhecimento, mesmo o rabino
desejando trazer uma forma diferenciada de aprendizagem; infelizmente não foi possível
encontrar inovação pedagógica nas aulas de cabala ministradas na cidade de Petrolina, no
estado de Pernambuco.
Kabbalah was learned for millennia only by Jewish men over the age of forty. Historically, after a long journey, it expanded in the twentieth century through the world, opening up to people of diverse ages and both sexes. The pedagogical innovation, with a focus on learning aiming at getting out of the factory school model, has nowadays sought in anomalous educational environments to this parameter solutions to the limiting repetitive impasse. In which the learning of Kabbalah, investigated from classes in Petrolina, Pernambuco, Brazil, can mean pedagogical innovation for its educational actors? Is there pedagogical innovation in this Kabbalah learning environment? The purpose of this research is precisely to answer these questions. The ethnographic approach was used as research methodology, taking as participatory observation data, supported in the field diary and open interviews, in order to understand the phenomena found with the field of research. The recollection, analysis and interpretation of the data made it possible to conclude that the lessons of cabals really had a different methodology from the traditional classes, the contents of the lessons are directed by what the learners wish to learn, in more informal environments (divergent from traditional Kabbalistic circles guided by Judaism), that the learners were free to question and discuss the subjects, however, there was no collaborative work, the students' autonomy was not stimulated, even though it was a class of discussion and reflection, the teacher still seen as the holder of knowledge, even the rabbi wishing to bring a differentiated form of learning, unfortunately it was not possible to find Pedagogical Innovation in the Kabbalah lessons taught in the city of Petrolina, in the state of Pernambuco.
Kabbalah was learned for millennia only by Jewish men over the age of forty. Historically, after a long journey, it expanded in the twentieth century through the world, opening up to people of diverse ages and both sexes. The pedagogical innovation, with a focus on learning aiming at getting out of the factory school model, has nowadays sought in anomalous educational environments to this parameter solutions to the limiting repetitive impasse. In which the learning of Kabbalah, investigated from classes in Petrolina, Pernambuco, Brazil, can mean pedagogical innovation for its educational actors? Is there pedagogical innovation in this Kabbalah learning environment? The purpose of this research is precisely to answer these questions. The ethnographic approach was used as research methodology, taking as participatory observation data, supported in the field diary and open interviews, in order to understand the phenomena found with the field of research. The recollection, analysis and interpretation of the data made it possible to conclude that the lessons of cabals really had a different methodology from the traditional classes, the contents of the lessons are directed by what the learners wish to learn, in more informal environments (divergent from traditional Kabbalistic circles guided by Judaism), that the learners were free to question and discuss the subjects, however, there was no collaborative work, the students' autonomy was not stimulated, even though it was a class of discussion and reflection, the teacher still seen as the holder of knowledge, even the rabbi wishing to bring a differentiated form of learning, unfortunately it was not possible to find Pedagogical Innovation in the Kabbalah lessons taught in the city of Petrolina, in the state of Pernambuco.
Description
Keywords
Cabala Aprendizagem de cabala Ambiente de aprendizagem Inovação pedagógica Kabbalah Learning of kabbalah Learning environment Pedagogical innovation Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais