CONCRETE, SCIENTIFIC AND INTEGRATIVE EDUCATION

Abstract

CONCRETE, SCIENTIFIC AND INTEGRATIVE EDUCATIONA Proposal for Reorganizing Learning Based on Reality, Investigation, Demonstration, Science, Territory, and the Integration of Knowledge Author: Cláudio Vicente da SilvaLocation: Londrina, Paraná, BrazilDate: October 8, 2026 DESCRIPTION This work presents a proposal for the reorganization of education based on reality, observation, investigation, demonstration, science, territory, and the integration of knowledge. The proposal begins with a fundamental premise: every living being, visible or invisible, is born as potentiality and develops toward actuality. From this relationship between potentiality and actuality, education is understood as a process of mediation that creates conditions for the development and realization of the potentialities existing within each being. The work develops the concept of liberating pedagogy as a pedagogical structure oriented toward the realization of potentiality. Rather than reducing the learner to a predetermined model, the proposed pedagogy seeks to identify existing potentialities, establish appropriate conditions for their development, accompany the movement of learning, and favor their realization in actuality. The proposal organizes education around a continuous relationship between reality, observation, investigation, analysis, demonstration, application, verification, assessment, recording, and replanning. Learning is therefore treated as a dynamic process in which the result achieved at one stage may become a new potentiality for subsequent development. The work also proposes the integration of different fields of knowledge through concrete problems, territorial investigation, scientific inquiry, student production, documentary records, technological resources, artificial intelligence, and systematic verification. The school is presented as a center of investigation and as a learning organization connected to its territory and community. The pedagogical architecture incorporates elements of Concrete Philosophy, particularly concepts associated with the work of Mário Ferreira dos Santos, together with aspects of the thought of José Bonifácio de Andrada e Silva concerning education, science, territory, labor, and national development. The proposal establishes a pedagogical cycle based on the movement between observation, problem formulation, investigation, demonstration, application, verification, assessment, and reorganization. In this structure, error is treated as data within the learning process, while records and archives preserve the historical development of knowledge and enable continuity between different stages of formation. The work further proposes an educational structure capable of integrating the sciences, humanities, mathematics, technology, territory, history, philosophy, and practical activity without eliminating the specific characteristics of each field. The integration occurs through concrete problems and investigative projects that require the articulation of different forms of knowledge. The final part of the work extends the pedagogical proposal to a universal formulation based on potentiality and actuality. Under this formulation, liberating pedagogy is understood as the educational process that creates the most appropriate conditions for the realization of the potentialities of the living being, regardless of the environment in which development occurs. The work is presented as a research-based pedagogical proposal under development. Its structure is intended to provide a conceptual, methodological, and operational foundation for educational practices centered on reality, investigation, scientific formation, territorial knowledge, autonomy, continuity, and the realization of human potentiality. KEY CONCEPTS Liberating Pedagogy; Potentiality and Actuality; Concrete Education; Scientific Education; Integrative Education; Educational Investigation; Scientific Investigation; Territory; Integration of Knowledge; Concrete Philosophy; Pedagogical Mediation; Learning; Formation; Scientific Formation; Educational Assessment; Verification; Student Production; Pedagogical Cycle; Educational Autonomy; Artificial Intelligence; School as a Center of Investigation; Integral Formation. DOCUMENTARY AND NORMATIVE BASIS The work establishes dialogue with the Brazilian educational framework, including the Constitution of the Federative Republic of Brazil, the Law of Guidelines and Bases of National Education (LDB), the National Common Curricular Base (BNCC), the National Curriculum Guidelines, and the relevant resolutions of the National Council of Education. It also incorporates references to the works of Mário Ferreira dos Santos and José Bonifácio de Andrada e Silva, particularly in relation to philosophy, logic, scientific reasoning, education, territory, science, labor, and national development. NATURE OF THE WORK Type: Research and pedagogical proposalField: Education, Philosophy, Science Education, Pedagogy, Research Methodology, and Interdisciplinary StudiesAuthor: Cláudio Vicente da SilvaResearcher Status: Independent ResearcherLocation: Londrina, Paraná, BrazilDate: October 8, 2026