Resumo

BECKER, Fernando. Knowledge or ignorance: Piaget and the matter of knowledge in the school. Psicol. USP [online]. 1990, vol.1, n.1, pp. 77-87. ISSN 1678-5177.

Insted of fulfilling its role of knowledge production and transmission, the Brazilian school is committed to behavior conditioning and conduct control. The processes of knowledge transmission and knowledge production - radically interdependent processes - require freedom as their previous condition and, at the same time, as their arriving point. The concepts of logical-mathematical experience or of reflexive abstraction of the Piagetian Genetic Episthemology show us that when the children are withdrawn from their environment and taken away from their-own interests to be submitted to the broad repression, process of the school, they lose that dynamic characteristic that is so akin to their action. And, as we know, it is this action that brings about not only learning but also the previous conditions, necessary to that learning. This repressive action over the child's spontaneous manifestations, (as when the teacher insists on knowing what the child has whispered to his or her schoolmante, says to him or her to use this color instead of the one he or she has chosen, establishes rigid schedules to go to the bathroom, etc.), demonstrates that the school produces, in fact, only submission, with the result being the production of ignorance. This, in its turn, produces still greater submission. This kind of learning is informed by reinforcement theory (mainly of the classical behaviorism type) and is based on a crude empiricist episthemology. Only by going beyond this reproductive methodology and by constructing a reflexive abstraction approach, can the school, recover its commitment to its role of knowledge production and transmission - a role so frequently sought for by the working class.

Palavras-chave : Pedagogy; Cognitive Processus.

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