Reflexive education in post-modernity: a bibliographical review

Authors

  • Jomara Brandini Gomes Fundação Educacional de Fernandópolis
  • Lisete Diniz Ribas Casagrande Universidade de São Paulo; Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto

DOI:

https://doi.org/10.1590/S0104-11692002000500011

Keywords:

education, teaching, learning

Abstract

This is a bibliographical review that aimed at considering teaching at the actual historical moment, denominated post-modernity, and that has resulted in a pragmatic change in all levels of human being understanding. Thus, authors rescued and presented the presuppositions for a post-modern education, emphasizing among them the reflexive education proposed by Donald A. Shön, that is based on practical learning centered in "reflexion-in-action", as an alternative for the formation of a reflexive professional.

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Published

2002-10-01

Issue

Vol. 10 No. 5 (2002)

Section

Review Articles

License

RLAE’s authorship concept is based on the substantial contribution by each of the individuals listed as authors, mainly in terms of conceiving and planning the research project, collecting or analyzing and interpreting data, writing and critical review. Indication of authors’ names under the article title is limited to six. If more, authors are listed on the online submission form under Acknowledgements. The possibility of including more than six authors will only be examined on multicenter studies, considering the explanations presented by the authors.
Including names of authors whose contribution does not fit into the above criteria cannot be justified. Those names can be included in the Acknowledgements section.
 Authors are fully responsible for the concepts disseminated in their manuscripts, which do not necessarily reflect the editors’ and editorial board’s opinion.

 

How to Cite

Reflexive education in post-modernity: a bibliographical review. (2002). Revista Latino-Americana De Enfermagem, 10(5), 696-703. https://doi.org/10.1590/S0104-11692002000500011