Revista Educação e Cultura Contemporânea
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Educação e Cultura Contemporânea, periódico trimestral do Programa de Pós-Graduação em Educação da Universidade Estácio de Sá, publica estudos e pesquisas que contribuam para o desenvolvimento da área, propiciando o debate sobre os desafios postos à Educação pelas profundas mudanças que caracterizam a cultura contemporânea. A revista divulga artigos científicos inéditos que se concentrem no tema que a define. Em especial, resultados de pesquisas de caráter teórico e/ou empírico; revisão crítica da literatura de pesquisa educacional, tanto temática quanto metodológica; ensaios; resenhas de livros; entrevistas com profissionais da área de Educação ou áreas afins. Periodicamente, quando for julgado conveniente e oportuno pelo Conselho Editorial, será lançado um número que focalizará um tema específico referente a questões relevantes para a Educação na contemporaneidade. Esta decisão será divulgada com um mínimo de seis meses na página Notícias da revista, de modo a que os interessados possam enviar seus textos.
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- ItemAs representações sociais de profissionais da assistência sobre o Estatuto da Criança e do Adolescente: estratégias e argumentos(2008) CASTRO, Claudia Rabello de; CASTRO, Monica Rabello deThe aim of present study was to identify the analyzes of social representations about Children and Adolescents Statute (CAS) that is done by assistance professionals from the City of Campos dos Goitacazes. That law is still polemic and its main controversy is directed to its application to Brazilian reality. After 15 years, the exam of those controversies as well as the investigation, in specific contexts, of range and limits reached by institutions interested on its implementation, remains relevant. The city of Campos gave priority to children assistance and states that CAS is its guidebook. Through articulation of social representations theory, by Serge Moscovici, with new approaches of rhetoric, we intended to validate a methodology of rhetoric analyses of Campos assistance professionals speech. It is assumed that social representations are constantly reconstructed by context demands and that reconstruction is related to commitments established by language shared by social groups. Concepts of agreement, auditorium and argument, as it is stated by Chaïm Perelman, as well as implicit analysis, from Oswald Ducrot were used. Analyzes were oriented by the concept of metaphor, as it was established by George Lakoff and Mark Johnson, and the model of argumentative strategy, based on Argumentative Theory. Results showed some shared aspects in subject representations, that were grouped according its functions inside institutions in: GR - government representations, C - counselors and A - educative agents. RG and C groups have, as central representation, alignment to CSA established directions. The speech of the first ones is focused on value of governmental assistance politics. The last ones put themselves as CAS defenders, worried about valorizing their works, which could loose importance and prestige when faced to society. Far from the other two groups, group A shows CAS unfamiliarity and a nature concept of the law. However, it is the only group where children and adolescents are considered as subjects that are able to change their own reality. For the others the solution of that population problem is focused on governmental actions or in family corrections. Main practice difficulty pointed out by RG and C groups is about Streets Children assistance. They blame family by marginality and consider it a fundamental piece of CAS applicability. For educative agents, CAS appears as something to difficult a corrective practice. Representations about ordinary practices pointed to them means to be submitted to the old law. Diverged aspects of the social representations were also analyzed in all three groups.
- ItemContribuições da psicologia sócio-histórica ao estudo da teoria das representações sociais(2008) AGUIAR, Wanda Maria Junqueira de; BOCK, Ana Mercês BahiaThis text intends to be a dialogue between two theories, which have historical moments of encounter and cooperation, mainly about the scientific search on overcoming the subjective-objective dichotomy emphasized in the Psychology development. The Theory of Social Representations and Social-Historical Psychology don't have the same background but, in Brazil, there were some moments and important representatives that give them the possibility to dialogue, as Silvia Lane did. This article intends to continue the established relationship developed as condition to go forward in both theories. Hereby follow the general aspects of Social-Historical perspective on which the authors base their questioning to the Theory of Social Representations and the problems that arise ahead. The concept of human being, methodological principles and analytical categories are the given themes; their background is the desired of both theories to overcoming the dichotomy between individual and social, subjective and objective.
- ItemEducação e pedagogia: a definição de um campo científico(2006) MOREIRA, Láelia Portela MoreiraThe initial discussions about the formation of an educational identity in Brazil are related to the creation of the CBPE Brazilian Center for Educational Research, in the fifties. Contemporary research has included methodological issues to this educational subject enlarging it significantly. The object of this paper is, firstly, to analyze the CBPE research tradition using Laudan´s methodological approach and, secondly, to investigate the contemporary development of this subject within the educational Brazilian thought.
- ItemO Primeiro ano do GT educação ambiental da Associação Nacional de Pos-Graduação e Pesquisa em Educação (Anped): um convite a reflexão(2006) LOUREIRO, Carlos Frederico BernardoIn this article I intend to analyze, from a brief contexture, the activities that were developed in the first year of the Working Group of Environmental Education of Anped, pointing out the profile of the exhibited works, their tendencies, their gaps and feasible unfoldings. As a methodological procedure, I used the systematized observations that were done during the programming; analysis from documents done by the management and produced by the Scientific Committee; appraisal of all the works that were sent, and the reading of the available review of the entity in its home page and made by the teachers that participated in the creation of the referred Working Group. I asseverate the validity of the consolidation of the group in a representative instance of education, bringing it closer to Environmental Education, especially if we take into consideration the increasing number of interested people, their assiduity, the quality and plurality of the works and the responsible performance of the coordination alongside the decisive instances of the Anped.
- ItemResenha do Livro Perspectivas teoríco-metodológicas em representações sociais(2008) LIMA, Rita de Cássia PereiraThe book is an initiative of European and Latin American researchers and reflects the scientific exchange that has mobilized authors interested in the study of social representations. An element that permeates the chapters, in addition to theorizing about social representations, is the concern to explain systematic procedures and objectives of observation, data analysis and interpretation that constitute scientific research, avoiding contrasting quantitative and qualitative analysis. There is a consensus in this area that there is a need to use various methods to observe, analyze and understand common sense knowledge, which demands a lot of care and reflection, as well as new searches for methodological strategies. In this sense, the book seeks to show paths for possible theoretical-methodological impasses that emerge from research problems involving different sociocultural realities and different areas of scientific knowledge.
- ItemSe a escola pudesse ser outra coisa, que coisa ela seria?(2008) ANDRADE, Daniela Barros da Silva FreireThe present work focuses on the established articulation between the Social Representations (MOSCOVICI, 2003; JODELET, 1995) and the epistemological status of the metaphor (LAKOFF; JONHSON, 2002) pointing out that it functions as an organizing model of the discourse, coordinating lines of argumentation which determine the predicates and the constitution of categories (MAZOTTI, 1995). It is a fact that the metaphors act in the process of anchorage and objectification influencing the constitution of the categories which will compose the social representations, mostly its figurative nucleus. In this study, the metaphors were taken as support for the methodological proceedings of a research which broached the social representations of the school space (GAUTHIER, 2004; MAZOTTI, 1995). Students (n=44), from a public school in the City of Cuiabá, were encouraged to answer the question denominated "Metaphor Induction" so presented: If School could be something else, what thing would it be? The information collected was analyzed in agreement with the technique of content analysis (BARDIN, 1995). Afterwards the information and data collected in the sessions of observation and interviews were interconnected. The analysis contrasted that for students, the school expressed by means of the metaphor is associated with playfulness, mostly objectivized from the image of a park. For the students, it's still added the home and family dimension strongly connected with the sense of sheltering and protection. Some paradoxes were found, among them: the denial of playfulness with the real interdiction of the playground and the denial of the feeling of protection as the family feeling present in the relationship of confrontation between students and teachers; teachers and employees.