出版社：Faculdade de Psicologia, Pontifícia Universidade Católica do Rio Grande do Sul
摘要：We pretend sensibly the readers for the conceptual models or theoretical systems that justify the instructional practices. We find in literature different types of perspectives of learning/knowledge, with resonances to the level of education and the instruction, that is, theories of learning and the instruction, Educational Psychology paradigms, or orientations of education. In this context, we explained the Elias and Merriam (1984, 1995) perspective about the instructional foundation. The system considered for Elias and Merriam (1984, 1995) is sufficiently structuralized, systematic, of substantially holistic reading with great actuality. These authors consider, as philosophical beddings of the education, six (6) bigger systems of the educational thought: the liberal education, the progressive education, the behaviourism, the education humanist, the radical education and the conceptual analysis.
