ETD – Educação Temática Digital

URI Permanente para esta coleção

https://edubase.sbu.unicamp.br/handle/EDUBASE/36

A ETD – Educação Temática Digital é uma publicação eletrônica multidisciplinar, que se dedica à publicação de artigos da comunidade científica nacional e internacional que investiguem questões de interesse do campo educacional e áreas afins, tendo como objetivo a contribuição para a formação do pesquisador da área de Educação por meio da divulgação e disseminação de pesquisas e estudos realizados por educadores, vinculados a instituições nacionais e estrangeiras. Apesar da revista possuir em seu título a palavra "digital", isso não quer dizer que ela só publica em suas seções trabalhos vinculados a área da "Tecnologia Educacional". O propósito da revista é possuir um escopo Multidisciplinar atendendo todas as área que permeiam a Educação. Por essa, razão ela é Temática e funciona somente no ambiente "digital" (tipo de suporte), que pode ser traduzido para "eletrônico" ou "on-line", ou seja, é exclusivamente digital e praticante do acesso aberto.

Descrição

Mantenedor: UNICAMP

Tipo: IESE

Região: Sudeste

Cidade: Campinas/SP

ISSN: 1676-2592

Periodicidade: Publicação contínua

E-mail: etd@unicamp.br

Editor: Antonio Carlos Dias Junior

Título abrev.: ETD - Educ. Temát. Digit.

Sistema de Preservação Digital: Rede Cariniana | PKP PLN

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Agora exibindo 1 - 5 de 879

Disposições aos sacrifícios da escolarização: trajetórias de jovens das classes populares
(2012) CORREA, Lajara Janaina Lopes; ROCHA, Maria Silvia Pinto de Moura Librandi da
This article discusses the trajectories of seven young people belonging to popular groups, former students of pre-university Herbert de Souza, located in Campinas(SP), which entered into prestigious universities. With the research sought to identify: (i) as these young people interpret and evaluate their educational experiences and school, (ii) points on these trajectories (not) contributed to longevity school, and (iii) the effects of frequency on the short course students. To achieve these goals, we conducted semistructured interviews with young people and documentary research on the short course. Because it is a qualitative research, respondents were not chosen according to statistical criteria, but intentionally, prioritize the criteria of the network, by which themselves indicate other respondents to be interviewed, creating a community of arguments. We highlight in this article, as a resultof the research, the importance of school experiences in the process of construction and re-construction of identity of those who participate in them.
Filosofia da diferença: apontamentos em torno da aprendizagem do pensamento em filosofia
(2012) GRISOTTO, Américo
Venturing into the thinking not only depend on efforts, it is necessary to throw in their fields and to pay attention to their events. Only when these events occur will be possible to distinguish between what has been done and what is new. Maybe, then, some effort has meaning. Thus, reading the writings of philosophy of difference, in particular of Deleuze, Guattari and Foucault, it was possible to move my practice from major philosophy to the philosophy in its minority. Encouraged by this movement, I believe it is possible to suggest that students invent their own rules of doing philosophy, according to a new way of production, a new style, that they choose; take the authors of the history of thought like entertainment matter, through new compositions other than those already offered; select authors who endorse what they believe and make intensive use of them; betray the authors, respect them, but do not duplicate them.
Criar saídas e um ensino de filosofia
(2012) ASPIS, Renata Lima
This article intends to propose a particular teaching of philosophy to young people in school today that could be a form of political action to transform the world. From the context of our times as having life taken by the political in societies of control we defend the action of creation of possible worlds from this world imposed by the mechanisms of power that captures us. The possibility of creation is not merit of a few, it is available to anyone, to the common man. An educational philosophy action in school might be to make students go through an philosophical experience in their thinking as a discipline of creating concepts within this perspective to encourage the creation of so many different possible worlds.
Formação, função e formas de provimento do cargo do gestor escolar: as diretrizes da política educacional e o desenvolvimento teórico da administração escolar
(2012) ABDIAN, Graziela Zambão; FERNANDA HOJAS, Viviani; OLIVEIRA, Maria Eliza Nogueira
This work is by tension between the guidelines of educational policy and theoretical movement of the area, analyze historical and current issues relating to the formation, function and ways of filling the office of the school manager, mainly between the years 1970 and 2000. For this, we used semi-structured interviews conducted in public schools and state, as well as with members of the Faculty of Education at a public university in the State of São Paulo. The analysis, ending up with some pointers, including the possibility of rekindling the discussion, begun in the late 1960s, the need for robust training school manager so he can carry on teacher competence and gained political commitment won over those years and to interact critically and consciously with the guidelines of educational policy.
Objeções à igualdade e à democracia: a diferença como base da educação aristocrática
(2012) MENDONÇA, Samuel
Equality, a constant in mass education and a reason to justify democracy, levels human development on a low standard, weakening society. Aristocratic education, on the other hand, focus on developing the individual’s autonomy; in this case, difference becomes an aim to be achieved by the philosopher. It is not about thinking on difference as opposed to equality, apart from anything else; nevertheless, difference exists precisely within equality. In this article there will be presented Nietzsche’s critique to democracy, as well as his critique to equality. Furthermore, there will be analyzed the meaning of aristocratic education in the context of Prussian hegemony, beside some fundamental aspects of Nietzsche’s philosophy, specially the will to power. With these elements, it is intended to assert that, paradoxically, mass education reveals itself as an important teaser to aristocratic education, in the same way that equality indicates the need for difference as a possibility of fulfillment for the future philosopher, very free, so that it is in difference that aristocratic education is based on.

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