Abstract:
The present article presupposes the ecological and interdisciplinary relation between school and development and presents a theoretical model, MIATAE, to study it. It identifies elements of theoretical convergence between Human Scale Development, the Freirean Education Perspective and the Bioecological Theory of Human Development. The study was based on the dialectical method, with an analytical nature and qualitative approach. It used a narrative literature review technique, with analysis based on historical, theoretical and methodological criteria. MIATAE is composed of three poles with the axiological, ontological and topological function exercised, respectively, by the accepted theories. It also has a morphology between them that prospects four interdisciplinary theoretical relations, before the object of analysis interest represented by a nucleus. It concludes that one of these, the Complete Interdisciplinary Relationship, reveals a new theoretical synthesis about the school’s action in the promotion of the Human Scale Development, which expand the possibilities of understanding its interdisciplinarity. This relationship also transcends the particular focus of each theory admitted, conserving the disciplinary epistemology potentiated to this analysis. Within the limits of the present work, MIATAE allows the school to evidence and theoretically sustain the purpose, content and strategy of its action to Human Scale Development, in a structured interdisciplinary approach.
Keywords:
education; public policy; educational project; ecological relationships
Fonte: elaboração própria.