A teoria das inteligências múltiplas e suas contribuições para uma educação jurídica emancipatória

Abstract

From the Industrial Revolution and the technological transformation of the West, the valorization of schooling and the accumulation of scientific knowledge by humanity grew. The idea of intelligence, in this sense, is linked to the idea of scientific rationality and represents one of the variables that make up this scenario. It so happens that, given the disagreement between the promises of improving humanity's life made by scientific modernity and the persistence of serious problems such as war, hunger and global unemployment, the relevance of criticisms of its limitations grows, which also means putting in check the notion of intelligence. Therefore, considering the critical-epistemological and critical-pedagogical perspective concerning the emancipation of Boaventura de Sousa Santos, the constitutional objective of the full development of the person and the most recent curricular guidelines for the university degree in Law, this dissertation asks if it is possible to adapt the Howard Gardner's Theory of Multiple Intelligences for the promotion of an emancipatory education, legally and constitutionally adequate to Brazil’s legal education. The work's hypothesis is that Gardnerian theory is compatible with Santos' critical position, offers an interpretive perspective of the constitutional objective for Brazilian education to promote the full development of the person and of the National Curriculum Guidelines for the undergraduate Law course. Therefore, we conclude with a brief analysis of the possibility that the indicators of the Instruments for Assessment of Undergraduate Courses point to Higher Education Institutions (IES) that practice teaching activities based on multiple intelligences. Howard Gardner's theory starts from Psychology, but combines information from sources such as Biology, Neurology and Anthropology to create a unique concept of human intelligence that defends its multiplicity, value leveling and disposition to social influence. Given the pedagogical capillarity of the theory, the author criticizes the exclusive use of parameterized tests such as the coefficient of intelligence (IQ), which understand it as a unit and value only two of the nine categories identified by Gardner, namely, linguistic intelligence and logical-mathematics. As such, this dissertation uses deductive methodology to defend that the study in question resonates with Santos' lessons regarding the criticism of the indolence of modern rationality and its inability to face contemporary challenges and the assistance to peripheral populations of capitalism. In the same sense, it deduces from the constituent reports relevant to the constitutional objective of the full development and innovations of curricular guidelines for the legal course, the repercussion of the Multiple Intelligences Theory in the Brazilian constitutional and legal spheres. Finally, regarding the success of the Assessment Instrument under discussion, he notes that the insufficiency of indicators and the superficiality of useful references to the current purpose do not allow for an adequate assessment of the IES dedicated to the education of intelligences