A ignorância do outro como um outro de si mesmo: contribuições da bioética para o processo de ensino-aprendizagem

Abstract

This work aims to bring Bioethics contributions for the teaching-learning process from a critical perspective, considering the ignorance as a functional aspect inherent for the subjects, for realizing the knowledge, which gets stronger by recognizing the ignorance in various levels or types, highlighting the ignorance of the other, not only for not knowing the existence of the other, but for not realizing the existence of the other as another itself. Therefore, the study seeks reference to educational, psychological, social and philosophical contributions in order to add elements in the ethical learning. This action research is also characterized by the observation method, content analysis and qualitative and bibliographic processing through a Freire’s methodological and ideological approach. It draws on theoretical foundations by Paulo Freire, Vigotsky, Bruno Forte, Espinosa, Mary Del Priore, Cipriano Luckesy, William Saad Hossne and others to establish a critical analysis due to their assumptions. Intervention activities, performed on a group of students between 12 and 14 years defined questions about the didactic and pedagogic practices with respect to the ethical principles. These discussions include a more thorough understanding of the mechanisms involving the teaching-learning processes, helping to rethink of more efficient strategies and methodologies for optimizing the process that structure the conditions for better performance of various segments of human construction and productions, and consequently, improve the relationship of humanity. There are many difficulties and inviting Bioethics to be an instrument in the relations and processes in which men are through is a possible way to a more critical and transformative education that exalt the human dignity.