Reading, experience, and learning: pedagogical contributions from Bachelard’s Intuition of the Instant
This article raises the relation between reading, experience, and learning, based on the exercise of learning reading that Bachelard performs in his text The Intuition of the Instant, about the book Siloë, by Roupnel, where his ideas about time and duration that came from his academic training and t...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6669
- Fecha de publicación:
- 2020
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13561
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9871
https://repositorio.uptc.edu.co/handle/001/13561
- Palabra clave:
- reading
learning
in-class experiment
time
imagination
lectura
aprendizaje
experimento en clase
tiempo
imaginación
lecture
apprentissage
expérience en classe
temps
imagination
leitura
aprendizagem
experimento em sala de aula
tempo
imaginação
- Rights
- License
- Derechos de autor 2020 Carlos Germán Juliao
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Reading, experience, and learning: pedagogical contributions from Bachelard’s Intuition of the Instant |
| dc.title.es-ES.fl_str_mv |
Lectura, experiencia y aprendizaje: aportes pedagógicos desde La intuición del instante de Bachelard |
| dc.title.fr-FR.fl_str_mv |
Lecture, expérience et apprentissage: apports pédagogiques à partir de l'intuition de l'instant de Bachelard |
| dc.title.pt-BR.fl_str_mv |
Leitura, experiência e aprendizagem: contribuições pedagógicas a partir de A intuição do instante de Bachelard |
| title |
Reading, experience, and learning: pedagogical contributions from Bachelard’s Intuition of the Instant |
| spellingShingle |
Reading, experience, and learning: pedagogical contributions from Bachelard’s Intuition of the Instant reading learning in-class experiment time imagination lectura aprendizaje experimento en clase tiempo imaginación lecture apprentissage expérience en classe temps imagination leitura aprendizagem experimento em sala de aula tempo imaginação |
| title_short |
Reading, experience, and learning: pedagogical contributions from Bachelard’s Intuition of the Instant |
| title_full |
Reading, experience, and learning: pedagogical contributions from Bachelard’s Intuition of the Instant |
| title_fullStr |
Reading, experience, and learning: pedagogical contributions from Bachelard’s Intuition of the Instant |
| title_full_unstemmed |
Reading, experience, and learning: pedagogical contributions from Bachelard’s Intuition of the Instant |
| title_sort |
Reading, experience, and learning: pedagogical contributions from Bachelard’s Intuition of the Instant |
| dc.subject.en-US.fl_str_mv |
reading learning in-class experiment time imagination |
| topic |
reading learning in-class experiment time imagination lectura aprendizaje experimento en clase tiempo imaginación lecture apprentissage expérience en classe temps imagination leitura aprendizagem experimento em sala de aula tempo imaginação |
| dc.subject.es-ES.fl_str_mv |
lectura aprendizaje experimento en clase tiempo imaginación |
| dc.subject.fr-FR.fl_str_mv |
lecture apprentissage expérience en classe temps imagination |
| dc.subject.pt-BR.fl_str_mv |
leitura aprendizagem experimento em sala de aula tempo imaginação |
| description |
This article raises the relation between reading, experience, and learning, based on the exercise of learning reading that Bachelard performs in his text The Intuition of the Instant, about the book Siloë, by Roupnel, where his ideas about time and duration that came from his academic training and the reading of Bergson's work are confronted. The problematization in learning is addressed, as well as the pedagogy of demonstrating and imagining. It is confirmed that one learns against prior knowledge, deconstructing incorrect knowledge, and overcoming mental obstacles. Following Bachelard's experience, the possibility of a pedagogy centered on the recovery of the precise moment of learning is raised, rethinking everything that an orthodox conception of the didactic task leaves out, without taking advantage of the hermeneutical richness of the learning process. |
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2020 |
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2024-07-05T19:04:43Z |
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2024-07-05T19:04:43Z |
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2020-01-02 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6669 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9871 10.19053/22160159.v11.n25.2020.9871 |
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https://repositorio.uptc.edu.co/handle/001/13561 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9871 https://repositorio.uptc.edu.co/handle/001/13561 |
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10.19053/22160159.v11.n25.2020.9871 |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9871/8685 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9871/8859 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9871/9111 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9871/10345 |
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Derechos de autor 2020 Carlos Germán Juliao |
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Derechos de autor 2020 Carlos Germán Juliao http://purl.org/coar/access_right/c_abf170 http://purl.org/coar/access_right/c_abf2 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 11 No. 25 (2020): Saberes e interacciones escolares; 47 - 73 |
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Praxis & Saber; Vol. 11 Núm. 25 (2020): Saberes e interacciones escolares; 47 - 73 |
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Praxis & Saber; Vol. 11 No 25 (2020): Saberes e interacciones escolares; 47 - 73 |
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Praxis & Saber; V. 11 N. 25 (2020): Saberes e interacciones escolares; 47 - 73 |
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Praxis & Saber; v. 11 n. 25 (2020): Saberes e interacciones escolares; 47 - 73 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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1839633841816338432 |
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2020-01-022024-07-05T19:04:43Z2024-07-05T19:04:43Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/987110.19053/22160159.v11.n25.2020.9871https://repositorio.uptc.edu.co/handle/001/13561This article raises the relation between reading, experience, and learning, based on the exercise of learning reading that Bachelard performs in his text The Intuition of the Instant, about the book Siloë, by Roupnel, where his ideas about time and duration that came from his academic training and the reading of Bergson's work are confronted. The problematization in learning is addressed, as well as the pedagogy of demonstrating and imagining. It is confirmed that one learns against prior knowledge, deconstructing incorrect knowledge, and overcoming mental obstacles. Following Bachelard's experience, the possibility of a pedagogy centered on the recovery of the precise moment of learning is raised, rethinking everything that an orthodox conception of the didactic task leaves out, without taking advantage of the hermeneutical richness of the learning process. Se plantean las relaciones entre la lectura, la experiencia y el aprendizaje, a partir del ejercicio de lectura de aprendizaje que Bachelard realiza en su texto La intuición del instante sobre la obra Siloë, de Roupnel, donde confronta sus ideas sobre el tiempo y la duración, que provenían de su formación académica y de la lectura de la obra de Bergson. Se aborda la problematización en el aprendizaje, así como la pedagogía del demostrar y del imaginar. Se constata que se aprende contra un saber previo, al deconstruir conocimientos mal hechos y superar los obstáculos mentales. Según la experiencia y la reflexión de Bachelard, se plantea la posibilidad de una pedagogía centrada en la recuperación del instante preciso del aprendizaje, mientras se replantea todo aquello que una concepción ortodoxa del quehacer didáctico deja por fuera, sin aprovechar la riqueza hermenéutica del proceso de aprender.Cet article aborde le rapport entre lecture, expérience et apprentissage, basé sur l'exercice de lecture d'apprentissage que Bachelard réalise dans son texte L'Intuition de l'instant, à propos du livre Siloë, de Roupnel, où est confronté à ses idées sur le temps et durée, qui découlaient de sa formation universitaire et de sa lecture du travail de Bergson. La problématisation dans l’apprentissage est abordée, ainsi que la pédagogie de la démonstration et de l’imagination. Il est confirmé que l'on apprend contre les connaissances antérieures, en déconstruisant des connaissances mal faites, en surmontant des obstacles mentaux. Après l'expérience de Bachelard, la possibilité d'une pédagogie centrée sur la récupération du moment précis de l'apprentissage est évoquée, repensant tout ce qu'une conception orthodoxe de la tâche didactique laisse de côté, sans tirer parti de la richesse herméneutique du processus d'apprentissage.Apresentam-se as relações entre leitura, experiência e aprendizagem, com base no exercício de leitura e aprendizagem que Bachelard realiza em seu texto A intuição do instante sobre a obra de Siloë, de Roupnel, onde confronta suas ideias sobre o tempo e duração, que proviam de sua formação acadêmica e a leitura da obra de Bergson. Aborda-se a problematização da aprendizagem, assim como a pedagogia do demonstrar e do imaginar. Confirma-se que se aprende contra um saber prévio, ao desconstruir conhecimentos mal feitos e superar os obstáculos mentais. De acordo com a experiência e a reflexão de Bachelard, levanta-se a possibilidade de uma pedagogia centrada na recuperação do momento preciso da aprendizagem, enquanto reconsidera-se tudo aquilo que uma concepção ortodoxa da tarefa didática deixa de fora, sem aproveitar a riqueza hermenêutica do processo de aprender.application/pdftext/htmlapplication/epub+zipapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9871/8685https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9871/8859https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9871/9111https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9871/10345Derechos de autor 2020 Carlos Germán Juliaohttp://purl.org/coar/access_right/c_abf170http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 11 No. 25 (2020): Saberes e interacciones escolares; 47 - 73Praxis & Saber; Vol. 11 Núm. 25 (2020): Saberes e interacciones escolares; 47 - 73Praxis & Saber; Vol. 11 No 25 (2020): Saberes e interacciones escolares; 47 - 73Praxis & Saber; V. 11 N. 25 (2020): Saberes e interacciones escolares; 47 - 73Praxis & Saber; v. 11 n. 25 (2020): Saberes e interacciones escolares; 47 - 732462-86032216-0159readinglearningin-class experimenttimeimaginationlecturaaprendizajeexperimento en clasetiempoimaginaciónlectureapprentissageexpérience en classetempsimaginationleituraaprendizagemexperimento em sala de aulatempoimaginaçãoReading, experience, and learning: pedagogical contributions from Bachelard’s Intuition of the InstantLectura, experiencia y aprendizaje: aportes pedagógicos desde La intuición del instante de BachelardLecture, expérience et apprentissage: apports pédagogiques à partir de l'intuition de l'instant de BachelardLeitura, experiência e aprendizagem: contribuições pedagógicas a partir de A intuição do instante de Bachelardinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6669http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a253http://purl.org/coar/version/c_970fb48d4fbd8a85Juliao, Carlos Germán001/13561oai:repositorio.uptc.edu.co:001/135612025-07-18 11:43:55.09metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |