Revista Educação e Cultura Contemporânea

URI Permanente para esta coleção

https://edubase.sbu.unicamp.br/handle/EDUBASE/1161

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.

Descrição

Mantenedor: Unesa

Tipo: IESP

Região: Sudeste

Cidade: Rio de Janeiro/RJ

ISSN: 2238-1279

Qualis: A2

Periodicidade: Trimestral

Navegar

Agora exibindo 1 - 20 de 69

A "experiência de si" em um processo avaliativo de estágio docente no campo da educação matemática
(2005) KNIJIK, Gelsa; WANDERER, Fernanda; OLIVEIRA, Cláudio José de
The purpose of this paper is to discuss a process in which the self's experience, produced by Teacher Training Course students at Universidade do Vale do Rio dos Sinos (UNISINOS) is set up. The research data consist of the students' narratives when they evaluated their period as trainees, in which they had a pedagogical experience from an Ethnomathematics' perspective. The analytic tools that support the work come from the poststructuralist theorizations of Michel Foucault, especially those related to his studies on the technologies of self, and from Jorge Larrosa's contributions to this topic. The discussion of the data showed that, when the students were encouraged to tell about themselves, to evaluate themselves and reflect on their pedagogical practices, they produced their own ways of being a teacher, learning a new grammar for their self-interpretation and to interrogate the other. This grammar tells about the importance for the teachers to like mathematics and make her students like it too, about the relevance of making the mathematics lessons more pleasant and pleasurable, and that a good teacher is the one who reflects about her own practice.
A escola na literatura: do escárnio à gratidão
(2008) DOZOL, Marlene de Souza
The objective of this work is to discuss the value of teaching in current times. In order to do so, a philosophical-educational effort aimed at identifying some of the elements that indicate, regardless the ephemerality and transitoriness that characterize modern times, the timeless and stable meaning of one of the most relevant human social practices. Believing in the solidary ties between literature and education, and in the heuristic force of that crossing, chooses the prosaic motto theme of children's entrance in elementary school under two differentiated points of view: that of Raul Pompéia in his work "O Ateneu" and the poet Cora Coralina in her "Cântico Excelso", one of the texts that serve as introduction to a book of hers called " Vintém de cobre".
A filosofia esta carrancuda senhora
(2008) SILVA, Divino José da
The present paper is about the relation between laughter and Philosophy and how such relation grasps the field of the Philophy of Education, here understood as ann effort to philosophize on education and in education that does not end in prior certainties, but it questions dogmatisms and the possibility of having the last claim about reality. We seek to exercise our thinking regarding laugher as a practice's device of philosophizing that makes us laugh of ourselves and of our aspirations and desire for truth. Rather than exhaustively, dealing whit laugher, our aim isto suggest based on some authors as Rabelais, Montaigne, and Foucault ,whom we just took a brief passge of a text, how important as the laughter, irony and parady are to denounce the nonsense in the claim of truth . At the end we sough approximate these discussions in the field of Philosophy of Education.
A logica de competência: uma analise da gestão da força de trabalho segundo as relações sociais de sexo
(2006) PEREIRA, Jacqueline S. F.; FIDALGO, Fernando
The technological innovation of a microelectronic basis and the new ways of the production organization is manifesting itself through significant changes in the production systems unleashed from the last three decades of the Twentieth Century. Inserted in the context of changes it is outstanding the process named productive re-structuration which has provoked impacts in the social relations, especially the labour relations. New ways of using the labour force imply organizational re-structuration which express new power relations, as well as the emergence of new types of conflicts and resistance on the part of the workers. The impacts of these changes on the work conditions and on the social relations suffer alterations depending on the sex of the workers. Thus, this article deals with the sexual division of work, in the context of the re-structuration of production and insertion of the logic of competences as a policy of people management, in a motor cars industry. Would such changes be creating new perspectives for women in the world of labour or would they bring no change to the sexual division of work, historically produced? This is the guiding question of this work
A pedagogia como disciplina científica
(2007) MOREIRA, Laélia Portela
This work discusses the trajectory of Pedagogy as a field ofknowledge from three main points of view: a theoretical debate about the criteria to establish what is science, a critical review of the literature about "Science Education", which includes Brazilian and foreign authors, and the Pegadpgy as a "science of practice" on the Brazilian approach. It presents the problem of dermaction, discusses the relationships between the Pedagogy, and Social Sciences, and Philosophy and, to conclude, it arises some questions, to which there are no convincing answers yet.
A retótica sobre o ensino religioso no Brasil: uma contribuição para a democracia?
(2007) OLIVEIRA, Renato José de; AMARAL, Daniela Patti do
This paper examines the discourse of some new bills proposed by Brazilian legislators from February 1997 to December 2006, which approach religious teaching in Brazil taking into account paragraph 210 of the Brazilian Constitution (this paragraph disposes that religious teaching is obligatory in pubblic schools) and paragraph 33 of the LDB/96 (which disposes that there would be costs to the Treasury in relation to payment of religion teaching teachers). Based on rethorical analysis, developed from the contributions by Chaim Perelman & Lucie Olbrechts-Tyteca, Michel Meyer and Oliver Reboul, we aim at discussing how the subjetc is focused on the bills and at the commentaries made by congressmen who were chosen as relators, so as to consider whether or not these contribute to the improcement of Brazilian Democracy and its institutions.
A virada retórica
(2007) MAZZOTTI, Tarso B.
The rhetorical turn, which begins in the 50s, comes from a verification: the logic, for being a calculus, is not sufficient to establish the premises of the syllogisms with which it operates. The propositions is that constitute the premises of the syllogism originate themselves from a negotiation of meanings that requires, among other rules, the absence of petition of principle. This article shows that the problem of constitution of reliable knowledge requires the comprehemsion of the reasons sustained by those who consider being necessary that the categorical judgements have as premises incontrovetible, clear and distinct propositions, by which they deny the rhetorical condition. Besides, the article shows the necessity of surpassing this perspective in order to guarantee the rationality of the speechs in which the agents are humans, not the proper operators of the logical calculus, recovering the notion that the properly philosophical is the problematicity, which, by its turn seems to be the position of J. Dewey.
Acontecimento e filosofia. Acerca de uma poética do testemunho
(2008) VILELA, Eugénia
After the wound opened by totalitarianism in the twentieth century scenario, philosophical thought seems to realize that it is not possible to practice thought that does not start from the cry that, as humans, gives us to think.
Análise de interações de estudantes do ensino médio em chats
(2007) BAIRRAL, Marcelo A.; POWELL, Arthur B.; SANTOS, Gilmar T. dos
The Internet has increased our communication possibilities and, in general, interchanges. However, rarely is it used to promote mathematics learning. Beyond implementing distance-learning courses, we believe that the construction of procedures to analyze learning is also necessary. In this article, we qualitatively analyze the interactions in online mathematical chats of high schools students. The investigation presents methodological contributions and indicates motivational strategies that can be considered for virtual environments. Among them, the proposal of varied activities and the increasing discursive elements in chat, which still constitutes fundamentally a space for conventional writing. This inquiry also underscores the role of the facilitator in this type of dynamic
Aprendizagem colaborativa on-line em mestrado acadêmico presencial: um estranho no ninho?
(2005) SEGENREICH, Stella C. D.; LEITE, Karina C.
This paper aims from one side to assess the experience of developing an online course about EAD, conceived as an optional discipline of the Master Degree Course in Education of Universidade Católica de Petropolis (UCP), in the second semester of 2003. Under another perspective, it bears on this very course as a pilot study to detect issues involving the collaborative learning in Internet-supported Remote Education. Primarily, a brief description of the antecedents of the course was designed, highlighting the institutional obstacles faced - technological support and academic insertion into the Programme - and how it was developed. After this, a first assessment of the experience performed by the participants, based in documents with a self-evaluation of their trajectory in the course, was accomplished, comprehending the following aspects: interaction with the learning environment; reading of the material/fulfillment of the activities and interaction with the colleagues and professor/use of the written messages. Finally, some indicators evidencing the presence (or lack) of some approach of the collaborative learning of the subject course were presented and discussed as a pilot-test of future researches to be further developed about the theme
Apresentação
(2008) PAGNI, Pedro Angelo
This collection of essays results from the conferences and round tables of the 1st International Symposium on Education and Philosophy - Contemporary Perspectives on the Philosophy of Education, held in Marília, in June 2006. The event was organized by the Group for Studies and Research in Education and Philosophy, under my coordination, with academic support from the Department of Education and School Supervision and the Graduate Program in Education at the Faculty of Philosophy and Sciences at UNESP and financial support from CAPES and FAPESP.
As 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 de
The 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.
As TIC abrindo caminho a um novo paradigma educacional
(2008) SOUSA, Jesus Maria; FINO, Carlos Nogueira
The article starts from the characterization of the manufacturing paradigm to focus on the discussion of the first emerging signs of its obsolescence, such as the obsession with control and efficiency. Furthermore, it synthesizes these elements around the characterization of the teacher as the center of an increasingly closed curriculum. The second part of the article seeks to reflect on how the introduction of ICT, operated in the light of constructivist assumptions and after it is clear that its usefulness goes beyond that of a mere didactic resource, can help to precipitate a change in the educational paradigm.
As TIC redesenhando as fronteiras do curículo
(2005) FINO, Carlos Nogueira; SOUSA, Jesus Maria
Characterizing the school and its technological curriculum as products of the modernity, the article discusses the school paradigmatic transition, aiming at revealing the anxiety and malaise caused by the (new) technologies when used to strengthen a "scientific management" of education. Having the move towards post-modernity as a background, this article underlines the impact the ICT have in the official curriculum, faced as a linear, hierarchic and territorialized vision of the knowledge, since these technologies allow integration of subject-matters. The article also discusses the individualization of natural learning in accordance to personal motivations and interests, the recognition of the plurality of other sources of knowledge besides school and the openness to different cultural forms of being and thinking, giving way for an autonomous life-long learning
As vicissitudes da cultura escolar e os seus desafios filosófico-educacionais na contemporaneidade
(2008) VALDEMARIN, Vera Teresa
When approaching the theme proposed by the Symposium - "New problems and themes in the philosophy of education" - I prioritized making a reflection against the background of analyzes and knowledge produced in different areas of the human sciences, asking them in order to seek possible meanings, interpretations and purposes. It is an attempt to transform parts, fragments and diversities of perspectives into an intelligible mosaic, with education and, more specifically, school education at the center. The result of the effort undertaken and presented here does not contain conclusions and certainties. It is, at the moment, an invitation to an exercise in reflection on open possibilities for the Philosophy of Education, which are based on the work developed in the Group for Studies and Research on Culture and Education and in the line of research Historical, philosophical studies and anthropological studies on school and culture at the Faculty of Sciences and Letters of Araraquara/UNESP.
Avaliação das mudanças que as tecnologias estão provocando na educação presencial e a distância
(2005) MORAN, José Manuel
Nets, mainly Internet, provoke deep changes in the distance and in the face-to-face education. They change - in the face-to-face education - the concept of space and time of teaching and learning. We can learn all together and in separate places, at the same time and in different times. As in the banks, we have our agency (school) that it is our reference point; but we don't need to go there all the time to be able to learn. The nets also are provoking deep changes in distance education. In the past, distance education was a solitary activity and demanded much self-discipline. Now, with the nets, distance education (DE) continues as an individual activity, combined with the possibility of creating groups of learning in real time. The face to face education is incorporating technologies, functions, activities that were typical of the distance education, and DE is discovering that it can teach in a less individualistic form, keeping a balance between flexibility and the interaction
Avaliação de software educacional centrada no diálogo
(2005) PERES, Flávia; MEIRA, Luciano
This paper presents a model of software evaluation based on the analysis of dialogues among users as they explore math software. Four pairs of 6th graders were videotaped while solving arithmetic puzzles and operations, and their talk and actions at the computer transcribed. Using techniques borrowed from Conversation Analysis, we then looked for "breaks" in the emergent dialogue among the children as well as mismatches between the children's actions and the software feedback. The suggested model integrates a user-centered approach based on talk and action and more traditional views of software evaluation based on features of the interface design
Conceitos para pensar o trabalho e o meio ambiente
(2006) PEDROSA, José Geraldo
It is an approach that tries to create a conceptual sketch so as to contribute to the understanding of the interface between Work and Education and the most alarming contemporary metamorphosis: the environmental one. This is the background: What is the relation between 'environmental crisis' and 'working crisis'? The hypothesis is that the reflection about this matter suggests a direct dialogue with materialistic dialectic Marx and Engels. However, bringing Marx and Engels to a contemporary reflection about the exhaustiveness of the civilization ruled by the logic of production and consumption demands a refusal to any compartmentalization of their work as a whole, specially the one that gives secondary importance to the first texts dedicated to come to terms with Hegel's dialectic. It is the refusal to this compartmentalization and, mainly, to the appreciation of the dialogue with Hegel the most lucid and radical bourgeois that it is possible to understand why it is Nature rather than Work the touchstone of materialistic dialectics. It is through this understanding that a specific conceptual sketch is presented. The first reference is the concept of Nature, which is reduced to raw material to produce goods in the world of capital. Three more references are incorporated afterwards: Natural History, Domination of Nature and Revolt of Nature. This conceptual basis and this understanding about Marx and Engel's work are done with the help of Frankfurt School's Herbert Marcuse, Theodor Adorno and Max Horkheimer.
Contribuições da psicologia sócio-histórica ao estudo da teoria das representações sociais
(2008) AGUIAR, Wanda Maria Junqueira de; BOCK, Ana Mercês Bahia
This 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.
Contribuições da teoria de Piaget para a educação
(2005) LINS, Maria Judith Sucupira da Costa
This study focuses on some of the most important topics of Piaget's Theory and tries to show a few number of its possible contributions and limitations to Education. The main hypothesis is that this Theory is often intended to be limited to a study of the development of cognition and that is not true. Our objective can be understood as an attempt to show how Jean Piaget was interested in many other aspects of the human developing. Though he was not an educator, his theory can really offer some useful contribution to all those people working in schools and other related fields to Education. At the beginning the meaning of the word Education was asked to provide some basic condition to understanding. In the main section of this article four different topics of Education were analyzed from the point of view of piagetian theory: social, cognitive, affective and moral factors. Some reflections concerning the contributions and limitations of Piaget's Theory to Education in each of these topics are presented. It was discussed the presence of each one of these factors in the whole context of this Theory. It was studied how the four factors are concerned with the educational philosophy. In this paper it was tried to give the reader the opportunity to look at four different educational approaches according to the Genetic Epistemology. A bibliography is presented in order to help those interested to continue the discussion.

Navegar

Navegando Revista Educação e Cultura Contemporânea por Título

Resultados por página

Opções de Ordenação