KNOWLEDGE AND SCHOOL TEACHING

FROM FORMAL LOGIC TO DIALETIC LOGIC

Abstract

This article presents some reflections on the mental processes that are performed in the act of knowing and their implications for the conception of knowledge and teaching perspectives. Based on a bibliographic research, it presents an explanatory synthesis about scientific knowledge and the structuring elements of formal and dialectic logics and how they affect the methodological perspectives of school teaching. Although the exposition is in topics, the reflections are interdependent and complementary, thus, the listed logics, although conflicting, interpenetrate and complement each other in understanding the theoretical and methodological foundations that guide the formalized knowledge in school education. Also, through some examples, some possibilities of working with the materialist dialectical logic in Teaching, as well as some implications of this methodology in the cognitive process of the students.