As implicações da teoria de Carl Ransom Rogers para a educação em ciências

Abstract

Perceiving oneself as a person able to change their own condition and to conduct their change processes were not always credited tasks to patients (clients according Carl Rogers) or students. Carl Ransom Rogers was the forerunner of studies that have revolutionized the field of clinical psychology, spreading from there to other segments, coming to school bringing a new perspective on the student. In his theory presents several concepts relevant to educational settings such as: Field phenomenal Self, Ideal Self, Congruence and incongruence. Authors such as Davidoff (2009), Fadiman & Frager (1986), Battaglia (2010) and himself, Rogers (1997) will aid us to better understand this theory and demystify some beliefs that persist in effect in some areas, especially in schools. This article includes a literature review based on articles, books and websites, an intriguing and exciting approach from what we understand here as a recognized educational theory that is still denied by many, it is believed that lack of depth readings on the theme and by ventilation devoid of theoretical support that is now perceived in many areas. Rogerian theory goes beyond a passive view which believes that the student is a mere receiver or is unable to lead, to lead their investigative pathways, career paths etc. Emits a formative sense to the teacher that will aid students to recognize themselves in this path to success and personal fulfillment. Key words: Phenomenal Field. Self. Self Ideal. Congruence.