Pub Date : 2020-03-13DOI: 10.22294/eduper/ppge/ufv.v11i.7108
Amanda Valiengo, Elieuza Aparecida de Lima, Mariana Sampaio
This article aims to analyze work proposals concerning literary reading in a textbook for Early Childhood education considering aesthetic education proposed by Vigotski, by means of teacher mediation as a fundamental element for adult and children humanization. Through documentary analysis, the textbook proposals that use the literary texts were selected and numbered. Some examples for reflexion on didactic proposals based on the Historical-Cultural Theory principles were highlighted from specific sections about the work with literature. As a result, it is possible to infer that the proposals of the studied textbook show mainly fragments of literary texts, with the purpose of teaching some content or technical aspects of the mother tongue, disregarding specificities of teaching and learning in childhood. Therefore, it can be concluded that an education that is intended to be aesthetic requires an intentional teaching directed towards active child participation in pedagogical situations orientated towards access to the arts and its humanizing potential.
{"title":"Literatura e educação estética na educação infantil","authors":"Amanda Valiengo, Elieuza Aparecida de Lima, Mariana Sampaio","doi":"10.22294/eduper/ppge/ufv.v11i.7108","DOIUrl":"https://doi.org/10.22294/eduper/ppge/ufv.v11i.7108","url":null,"abstract":"This article aims to analyze work proposals concerning literary reading in a textbook for Early Childhood education considering aesthetic education proposed by Vigotski, by means of teacher mediation as a fundamental element for adult and children humanization. Through documentary analysis, the textbook proposals that use the literary texts were selected and numbered. Some examples for reflexion on didactic proposals based on the Historical-Cultural Theory principles were highlighted from specific sections about the work with literature. As a result, it is possible to infer that the proposals of the studied textbook show mainly fragments of literary texts, with the purpose of teaching some content or technical aspects of the mother tongue, disregarding specificities of teaching and learning in childhood. Therefore, it can be concluded that an education that is intended to be aesthetic requires an intentional teaching directed towards active child participation in pedagogical situations orientated towards access to the arts and its humanizing potential.","PeriodicalId":31461,"journal":{"name":"Educacao em Perspectiva","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48942733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-27DOI: 10.22294/eduper/ppge/ufv.v10i.9660
Eduardo Simonini, Roberta Carvalho Romagnoli
Knowledge production is not a straight line that heads towards an undoubted progress. Rather, such production suffers continuous interferences from the interlacing of knowledge, practices, ways of thinking. In fact those questions caused interferences to the very notion of scientific research, since reality, seen as a puzzle to be solved – a code to be unveiled by means of theoretical-methodological tool increasingly precise – was considered to possess an immutable essence that served as a model from which to organize all the possible variations. Understanding that founding nucleus, that truth, point of genesis of the cosmos, of the great narratives of everything that is different from them, has become a project, surely ambitious, of modern science in its deployments in different knowledge areas. However, would it be possible to turn the methodical Cartesian doubt a tool for questioning the truths that modernity chose for itself: truths installed into great narratives to define positions of gender, of universe, education, behavior, future, order, happiness, of humanity? Would it be possible to estrange inclusively the very notion of “essence”, “truth” and “reality”? Would it be possible to use again the tool of doubt to produce estranging on what is already given as undoubted and put into a problematizer movement that which already assumed as unquestionable? From those restlessness, the papers gathered into that dossier have as goal – each one in its field of problematization – to bring a thought that estranges, putting movement into perspectives considered stable in their naturalization, dribbling the “truth” and welcoming the interferences produced (both in the reality, and in the researcher himself) by the process of knowing.
{"title":"Apresentação: Pesquisar é estranhar a realidade","authors":"Eduardo Simonini, Roberta Carvalho Romagnoli","doi":"10.22294/eduper/ppge/ufv.v10i.9660","DOIUrl":"https://doi.org/10.22294/eduper/ppge/ufv.v10i.9660","url":null,"abstract":"Knowledge production is not a straight line that heads towards an undoubted progress. Rather, such production suffers continuous interferences from the interlacing of knowledge, practices, ways of thinking. In fact those questions caused interferences to the very notion of scientific research, since reality, seen as a puzzle to be solved – a code to be unveiled by means of theoretical-methodological tool increasingly precise – was considered to possess an immutable essence that served as a model from which to organize all the possible variations. Understanding that founding nucleus, that truth, point of genesis of the cosmos, of the great narratives of everything that is different from them, has become a project, surely ambitious, of modern science in its deployments in different knowledge areas. However, would it be possible to turn the methodical Cartesian doubt a tool for questioning the truths that modernity chose for itself: truths installed into great narratives to define positions of gender, of universe, education, behavior, future, order, happiness, of humanity? Would it be possible to estrange inclusively the very notion of “essence”, “truth” and “reality”? Would it be possible to use again the tool of doubt to produce estranging on what is already given as undoubted and put into a problematizer movement that which already assumed as unquestionable? From those restlessness, the papers gathered into that dossier have as goal – each one in its field of problematization – to bring a thought that estranges, putting movement into perspectives considered stable in their naturalization, dribbling the “truth” and welcoming the interferences produced (both in the reality, and in the researcher himself) by the process of knowing.","PeriodicalId":31461,"journal":{"name":"Educacao em Perspectiva","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48510170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-29DOI: 10.22294/eduper/ppge/ufv.v10i.7111
M. Stentzler, Marina Gabrielli Topolski Chelepa
In this article we analyze the role of civic festivities and parades in the formation of youth in the border cities of Uniao da Vitoria (PR) and Porto Uniao (SC), based on Decree-Law No. 2072, March 8, 1940, for civic, moral and physical education to children and young people enrolled in educational establishments. For this, we used photographs located in the Public Archive of Florianopolis and news published by the newspaper O Comercio, from Porto Uniao (SC), revealing the enthusiasm with the formation of youth and childhood on the occasion of the commemoration alluding to the Independence of Brazil and Juventude Brasileira movement. The research is of socio-historical nature, and is linked to the Nucleus of Cataloging and Research in History of Education (Nucathe), Unespar’s Pedagogy course – in Uniao da Vitoria (PR). As a theoretical basis, we refer to Bencostta (2006; 2010); Hobsbawm (1990; 1998) and Horta (2012). During the Estado Novo, therefore, the cult of patriotic symbols during public sessions became obligatory to children and young students, from 7 to 18 years old, conforming a culture within the specific ideological perspectives of the dictatorial period.
在本文中，我们根据1940年3月8日第2072号法令，分析了公民庆祝活动和游行在Uniao da victoria (PR)和Porto Uniao (SC)边境城市青年形成中的作用，该法令旨在向在教育机构注册的儿童和年轻人进行公民，道德和体育教育。为此，我们使用了弗洛里亚诺波利斯公共档案馆的照片和来自波尔图Uniao (SC)的O Comercio报纸发表的新闻，揭示了在纪念巴西独立和巴西青年运动之际形成的青年和童年的热情。该研究具有社会历史性质，并与Unespar在维多利亚大学(PR)的教育学课程“教育历史编目与研究核心”(Nucathe)有关。作为理论基础，我们参考Bencostta (2006;2010);霍布斯鲍姆(1990;1998)和Horta(2012)。因此，在新国家时期，在公共场合对爱国符号的崇拜成为7至18岁的儿童和年轻学生的义务，符合独裁时期特定意识形态视角的文化。
{"title":"Festividades cívico-patrióticas na formação da juventude brasileira nas cidades fronteiriças de Porto União (SC) e União da Vitória (PR) em 1941","authors":"M. Stentzler, Marina Gabrielli Topolski Chelepa","doi":"10.22294/eduper/ppge/ufv.v10i.7111","DOIUrl":"https://doi.org/10.22294/eduper/ppge/ufv.v10i.7111","url":null,"abstract":"In this article we analyze the role of civic festivities and parades in the formation of youth in the border cities of Uniao da Vitoria (PR) and Porto Uniao (SC), based on Decree-Law No. 2072, March 8, 1940, for civic, moral and physical education to children and young people enrolled in educational establishments. For this, we used photographs located in the Public Archive of Florianopolis and news published by the newspaper O Comercio, from Porto Uniao (SC), revealing the enthusiasm with the formation of youth and childhood on the occasion of the commemoration alluding to the Independence of Brazil and Juventude Brasileira movement. The research is of socio-historical nature, and is linked to the Nucleus of Cataloging and Research in History of Education (Nucathe), Unespar’s Pedagogy course – in Uniao da Vitoria (PR). As a theoretical basis, we refer to Bencostta (2006; 2010); Hobsbawm (1990; 1998) and Horta (2012). During the Estado Novo, therefore, the cult of patriotic symbols during public sessions became obligatory to children and young students, from 7 to 18 years old, conforming a culture within the specific ideological perspectives of the dictatorial period.","PeriodicalId":31461,"journal":{"name":"Educacao em Perspectiva","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68299765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-29DOI: 10.22294/EDUPER/PPGE/UFV.V10I.7121
Evandro Consaltér, A. Fávero, Carina Tonieto
The present study is developed by an analytical bibliographical approach on three approaches, widely studied by Beninca (2002), that can guide the continued formation of teachers: the informal and spontaneous process, the search for continuing education courses and the method of pedagogical praxis, characterized by self-formation and collective formation. The objective is to analyze how each of these formative modalities comprises the pedagogical praxis of the teacher and poses as a possibility to qualify the exercise of the teaching profession. As support for our research approach, we will mainly use the studies of Beninca (2002), Bachelard (1996; 2001) and Favero and Tonieto (2010). We understand that a better understanding of these possibilities for continuing education can offer teachers possibilities to qualify teaching practices and to prospect new and better policies for this purpose.
{"title":"A formação continuada de professores a partir de três perspectivas","authors":"Evandro Consaltér, A. Fávero, Carina Tonieto","doi":"10.22294/EDUPER/PPGE/UFV.V10I.7121","DOIUrl":"https://doi.org/10.22294/EDUPER/PPGE/UFV.V10I.7121","url":null,"abstract":"The present study is developed by an analytical bibliographical approach on three approaches, widely studied by Beninca (2002), that can guide the continued formation of teachers: the informal and spontaneous process, the search for continuing education courses and the method of pedagogical praxis, characterized by self-formation and collective formation. The objective is to analyze how each of these formative modalities comprises the pedagogical praxis of the teacher and poses as a possibility to qualify the exercise of the teaching profession. As support for our research approach, we will mainly use the studies of Beninca (2002), Bachelard (1996; 2001) and Favero and Tonieto (2010). We understand that a better understanding of these possibilities for continuing education can offer teachers possibilities to qualify teaching practices and to prospect new and better policies for this purpose.","PeriodicalId":31461,"journal":{"name":"Educacao em Perspectiva","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48114843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-29DOI: 10.22294/EDUPER/PPGE/UFV.V10I.7149
Adriana Lessa Cardoso, M. Silva
The article seeks to reflect on the trajectory of the feminist movement in the city of Pelotas/RS, through the narratives of the pioneer women, making their experiences in political activism visibilizing. According to the decolonial feminist referential and the epistemologies of the south, perspectives linked to the resistance of the globalized capitalist world systems. The methodology used is life histories and autobiographical narratives. The corpus originates from four narrative interviews of women under the focus of feminist political participation. In the analysis procedure, the categories of intersectionality and social empowerment were highlighted. As a result, we emphasize the importance of knowing and recovering the history of the construction of the feminist women's movement in relation to women's rights.
{"title":"Epistemologias descoloniais do local ao global","authors":"Adriana Lessa Cardoso, M. Silva","doi":"10.22294/EDUPER/PPGE/UFV.V10I.7149","DOIUrl":"https://doi.org/10.22294/EDUPER/PPGE/UFV.V10I.7149","url":null,"abstract":"The article seeks to reflect on the trajectory of the feminist movement in the city of Pelotas/RS, through the narratives of the pioneer women, making their experiences in political activism visibilizing. According to the decolonial feminist referential and the epistemologies of the south, perspectives linked to the resistance of the globalized capitalist world systems. The methodology used is life histories and autobiographical narratives. The corpus originates from four narrative interviews of women under the focus of feminist political participation. In the analysis procedure, the categories of intersectionality and social empowerment were highlighted. As a result, we emphasize the importance of knowing and recovering the history of the construction of the feminist women's movement in relation to women's rights.","PeriodicalId":31461,"journal":{"name":"Educacao em Perspectiva","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68299799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-29DOI: 10.22294/EDUPER/PPGE/UFV.V10I.8127
Cristiele Borges dos Santos, E. Conte, A. C. Habowski
The present study characterized research-training was carried out with children and educators in a municipal school of Early Childhood Education, in Novo Hamburgo/RS. Through arguments, the cooperative character of this work sought to clarify how the construction of knowledge in Early Childhood Education is developed and potentialized in practices narrated by images and texts in the communicative game of mini-stories. When discussing mini-stories as a space for the construction of a Pedagogy of cultural images to the appropriation of meaning of the different languages produced in children's interactions, we conclude that the records make visible the intercommunications and the formative links for creation of knowledge of children and for the preparation of educational documentation. The mini-stories carry marks of different actions performatized by images, supporting relationships in the circle of participants, materializing ways of acting in the world self-understanding of children.
{"title":"Pedagogia das imagens na educação infantil","authors":"Cristiele Borges dos Santos, E. Conte, A. C. Habowski","doi":"10.22294/EDUPER/PPGE/UFV.V10I.8127","DOIUrl":"https://doi.org/10.22294/EDUPER/PPGE/UFV.V10I.8127","url":null,"abstract":"The present study characterized research-training was carried out with children and educators in a municipal school of Early Childhood Education, in Novo Hamburgo/RS. Through arguments, the cooperative character of this work sought to clarify how the construction of knowledge in Early Childhood Education is developed and potentialized in practices narrated by images and texts in the communicative game of mini-stories. When discussing mini-stories as a space for the construction of a Pedagogy of cultural images to the appropriation of meaning of the different languages produced in children's interactions, we conclude that the records make visible the intercommunications and the formative links for creation of knowledge of children and for the preparation of educational documentation. The mini-stories carry marks of different actions performatized by images, supporting relationships in the circle of participants, materializing ways of acting in the world self-understanding of children.","PeriodicalId":31461,"journal":{"name":"Educacao em Perspectiva","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48820044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-29DOI: 10.22294/EDUPER/PPGE/UFV.V10I.7120
Raiza Fernandes Bessa de Oliveira, M. A. Nono
Considering that there are still few studies on the specificities of work with Early Childhood in schools of early childhood education, this research, carried out in a municipal public education institution, aimed to describe and discuss the knowledge and practice of a teacher of babies. In this regard, a qualitative research approach was favored, through field observations in nursery II group and interviews with the participating teacher. The data revealed the complexity of the teaching knowledge, which is constituted as plural knowledge, constructed and constantly reconstructed through experiences, formation and daily practices. Topics as the relation between care and education, planning and teamwork, were verified to be quite relevant in the work of the professional who works with this age group. The data indicated the importance of a reflection on the training and practices of teachers of children from 0 to 3 years of age, in the intent to overcome the dichotomy between theory and practice.
{"title":"Saberes e fazeres de uma professora de bebês na educação infantil","authors":"Raiza Fernandes Bessa de Oliveira, M. A. Nono","doi":"10.22294/EDUPER/PPGE/UFV.V10I.7120","DOIUrl":"https://doi.org/10.22294/EDUPER/PPGE/UFV.V10I.7120","url":null,"abstract":"Considering that there are still few studies on the specificities of work with Early Childhood in schools of early childhood education, this research, carried out in a municipal public education institution, aimed to describe and discuss the knowledge and practice of a teacher of babies. In this regard, a qualitative research approach was favored, through field observations in nursery II group and interviews with the participating teacher. The data revealed the complexity of the teaching knowledge, which is constituted as plural knowledge, constructed and constantly reconstructed through experiences, formation and daily practices. Topics as the relation between care and education, planning and teamwork, were verified to be quite relevant in the work of the professional who works with this age group. The data indicated the importance of a reflection on the training and practices of teachers of children from 0 to 3 years of age, in the intent to overcome the dichotomy between theory and practice.","PeriodicalId":31461,"journal":{"name":"Educacao em Perspectiva","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49298127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-29DOI: 10.22294/eduper/ppge/ufv.v10i.7105
C. D. Silva, M. Gallon, Zulma Madruga
Classroom assessment is an intrinsic component of the teaching and learning process, and cannot be dissociated or ignored. It is a controversial aspect, since it depends on the conception that each teacher carries, related to their conception of education. To analyze how teachers from different areas of knowledge attending a second teaching graduation understand the process of evaluation in the classroom. In order to do so, we broadened the narratives of 18 teachers into four groups: Evaluation as a process in the day-to-day classroom; Evaluation as a possibility of reflection of the teaching action; Different evaluation strategies; and Qualitative versus Quantitative Evaluation. It was observed that teachers conceive evaluation as a continuous process, considering that it is necessary to rely on theoretical knowledge incorporated in practice, because only then will it will be possible to carry out the difficult task of evaluating in an inclusive, participatory and emancipatory way.
{"title":"Narrativas de professores sobre avaliação","authors":"C. D. Silva, M. Gallon, Zulma Madruga","doi":"10.22294/eduper/ppge/ufv.v10i.7105","DOIUrl":"https://doi.org/10.22294/eduper/ppge/ufv.v10i.7105","url":null,"abstract":"Classroom assessment is an intrinsic component of the teaching and learning process, and cannot be dissociated or ignored. It is a controversial aspect, since it depends on the conception that each teacher carries, related to their conception of education. To analyze how teachers from different areas of knowledge attending a second teaching graduation understand the process of evaluation in the classroom. In order to do so, we broadened the narratives of 18 teachers into four groups: Evaluation as a process in the day-to-day classroom; Evaluation as a possibility of reflection of the teaching action; Different evaluation strategies; and Qualitative versus Quantitative Evaluation. It was observed that teachers conceive evaluation as a continuous process, considering that it is necessary to rely on theoretical knowledge incorporated in practice, because only then will it will be possible to carry out the difficult task of evaluating in an inclusive, participatory and emancipatory way.","PeriodicalId":31461,"journal":{"name":"Educacao em Perspectiva","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49349380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-29DOI: 10.22294/EDUPER/PPGE/UFV.V10I.8022
Nathalye Nallon Machado, A. Ferrari
This text is part of a theoretical and research endeavor that moves us towards the problematization of the relationships between cultural artifacts, discourses, and modes of subjectivation. This is a reflection on the poetics of the images from the movie "Precious" which portrays an obese woman from a poor neighborhood in New York. We adopt, as methodological procedures, film analysis in conjunction with Michel Foucault's propositions about problematization, that is, to put under suspicion the forms that lead us to think and understand the world as we understand it. Thus, we chose to discuss and problematize the issue of the feminine in relation to obesity, which, together with feminism and cultural artifacts, are our central arguments in this text. We construct our discussions considering the theoretical contribution of Michel Foucault, Guacira Lopes Louro, Alfredo Veiga-Neto, Rosa Maria B. Fischer, among others and other authors. At school, Preciosa is too big for her table; in the restaurant, they deduce that their portion will always be the greater; at home, is humiliated, violated and disrespected, everything seems to suggest an absolute and indissoluble personal chaos. Human conditions and their traps invite us to turn our gaze to the aesthetic standards considered acceptable and that make the life and existence of Claireece a place of solitude.
{"title":"Sobre ser grande e não ser vista","authors":"Nathalye Nallon Machado, A. Ferrari","doi":"10.22294/EDUPER/PPGE/UFV.V10I.8022","DOIUrl":"https://doi.org/10.22294/EDUPER/PPGE/UFV.V10I.8022","url":null,"abstract":"This text is part of a theoretical and research endeavor that moves us towards the problematization of the relationships between cultural artifacts, discourses, and modes of subjectivation. This is a reflection on the poetics of the images from the movie \"Precious\" which portrays an obese woman from a poor neighborhood in New York. We adopt, as methodological procedures, film analysis in conjunction with Michel Foucault's propositions about problematization, that is, to put under suspicion the forms that lead us to think and understand the world as we understand it. Thus, we chose to discuss and problematize the issue of the feminine in relation to obesity, which, together with feminism and cultural artifacts, are our central arguments in this text. We construct our discussions considering the theoretical contribution of Michel Foucault, Guacira Lopes Louro, Alfredo Veiga-Neto, Rosa Maria B. Fischer, among others and other authors. At school, Preciosa is too big for her table; in the restaurant, they deduce that their portion will always be the greater; at home, is humiliated, violated and disrespected, everything seems to suggest an absolute and indissoluble personal chaos. Human conditions and their traps invite us to turn our gaze to the aesthetic standards considered acceptable and that make the life and existence of Claireece a place of solitude.","PeriodicalId":31461,"journal":{"name":"Educacao em Perspectiva","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68299812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-27DOI: 10.22294/eduper/ppge/ufv.v10i.7103
Maria Glícia da Nóbrega Coutinho, F. Gouvêa
A pesquisa ora apresentada busca compreender a importância do professor Flexa Ribeiro, secretário de educação do governo de Carlos Lacerda, entre os anos de 1960 e 1965, durante a elaboração do projeto de educação da Guanabara, à época de sua constituição como ente federativo, após a instalação da capital federal em Brasília. A investigação histórica busca reconstruir a trajetória biográfica do secretário, concentrando-se em fontes primárias: as notícias do jornal carioca “Tribuna da Imprensa”, do ano de 1962, focalizando o personagem e suas ações; e as cartas e os memorandos trocados entre Flexa e outras autoridades do governo estadual, sobretudo o governador e o secretário de governo, além de alguns parlamentares e diplomatas. Foi um período de muitas realizações, de grandes transformações no campo educacional, que ainda permanecem na memória do povo carioca. A pesquisa finaliza concluindo que, apesar de muitas das iniciativas no campo educacional serem reputadas à concepção do governador, na verdade foram empreendidas por seu secretário da pasta da educação.
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