Navegando por Autor "VOLTOLINI, Rinaldo"

Agora exibindo 1 - 4 de 4
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    A relação professor-aluno não existe: corpo e imagem, presença e distância
    (2007) VOLTOLINI, Rinaldo
    The recent and growing use of audiovisual sources and computing in teaching re-set for many people the issue of the need of the teacher's presence. Far from being only a source that extends what already is in the school universe, its entrance changes the
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    Educação a distância: algumas questões
    (2009) VOLTOLINI, Rinaldo
    In this text we work with, according to psychoanalysis, the aspects of presence-distance and the centralization in the student, inherent to the process of distance learning education. The interest is to discuss the insertion of distance learning education
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    Educação infantil e a práxis psicanalítica: o risco da predição
    (2021) FONSECA, Paula Fontana; VOLTOLINI, Rinaldo
    By taking as reading operator the proposition of discourses formulated by Lacan, this paper discusses public policies in Early Childhood Education. According to this theory, each discourse sets out a policy of its own, following a logic that is structurally imposed on it. This has been called discursive agency, a structural dynamic that precedes a certain saying and which gives an inexorable direction to it. The four discourses proposed by the author are: Master, University, Hysteric, and Analyst. The capitalist discourse which has distinguishing points with the first four, was stablished years later. The discourses present in early childhood education politics were analyzed in order to demonstrate the preponderance of prediction as a logic present in the scope of public policies with effects on educational praxis. The psychoanalytic theory appears as one among other theories that offers subsidies to early childhood education. This appropriation has effects over the psychoanalyst's practice in the educational field.
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    Uma pedagogia esquecida do amor
    (2019) VOLTOLINI, Rinaldo
    In this article, it is discussed the issue of love as a structural fact in education and the obscurantism of its role and weight in the educative question, enabled by the pedagogical contemporary theories that centered in the apprenticeship of a student and his/her development, dislocated the role of the teacher to a position in which its subjective presence does not count among other determinant elements of apprenticeship or the transmission of knowledge, regarding only its functional role as intermediary between student and knowledge.