Navegando por Autor "SEVERINO, Antônio Joaquim"

Agora exibindo 1 - 3 de 3
  • Imagem de Miniatura
    Item
    A busca do sentido da formação humana: tarefa da Filosofia da Educação
    (2006) SEVERINO, Antônio Joaquim
    The work conducts a reflection on education understood as a process of human formation, trying to perceive the meanings attributed to this formation throughout our philosophical tradition and in contemporaneity, since there have been changes in the concep
  • Imagem de Miniatura
    Item
    A pesquisa na Pós-Graduação em Educação
    (2007) SEVERINO, Antônio Joaquim
    When proposing to debate the nature of post-graduate research in Education, this work follows a reasoning which is developed in a triple reflective movement. The possibility of producing scientific knowledge in the educational field, in terms of post-graduate studies, depends on three conditional presuppositions being accepted, of meeting three epistemological challenges and of the assumption of three dialogic codes of conduct in academic practice. The result of this reflective movement is the affirmation that in these conditions, it can be feasible to establish an educational field scientifically speaking and understood from an epistemological different point of view in relation to the classic paradigm of science.
  • Imagem de Miniatura
    Item
    Prática, existência e conhecimento: breves considerações acerca do estatuto da Filosofia da Educação
    (2008) SEVERINO, Antônio Joaquim
    The work presents, through the formulation of some theses and their corollaries, elements for the characterization of the statute of the Philosophy of Education, stating that its identity is configured in three dimensions, when it is simultaneously practiced as an axiology, as an ontology and as an epistemology, respectively related to the search for the values that underlie educational practice, to the explicitness of the existential conditions of the human subject concerned by education and to the discussion of the exercise of subjectivity implied in the different educational processes. And in all these dimensions, it is practiced as a philosophy, having to fulfill the requirements of the philosophical procedure, refusing the exclusivity of a single paradigm of thinking and working in conjunction with the Human Sciences focused on educational knowledge.