Pub Date : 2021-02-17DOI: 10.20396/ETD.V23I1.8656231
Werbert Augusto Coutinho, Veronica Eloi de Almeida, Alessandro Jatobá
The rapid advancement of mobile device technologies with a wide variety of applications has led to changes in contemporary society. In this new scenario, behaviors, forms of communication and interactions became increasingly dynamic. In the educational field, mobile applications used as a didactic resource also have the potential to transform pedagogical processes, especially among digital natives. We asked in our research if the use of educational mobile applications in the classroom can favor the teaching and learning of Probability and Statistics, especially in students of the modality of Youth and Adult Education, High School. Given this question, we developed a research with the objective of evaluating the acquisition of skills and competences in the area of mathematics, using educational mobile applications. A field research was conducted with 46 EJA module IV students from a Rio de Janeiro State Network college. The students were divided into groups, where one group used mobile applications as a didactic resource and the other did not. Data were collected through tests, questionnaire and observations. Given this, it was found that the results presented demonstrate that educational mobile applications can motivate and help students solve mathematical activities, as well as favoring the learning process of students in EJA High School.
{"title":"Aplicativos móveis","authors":"Werbert Augusto Coutinho, Veronica Eloi de Almeida, Alessandro Jatobá","doi":"10.20396/ETD.V23I1.8656231","DOIUrl":"https://doi.org/10.20396/ETD.V23I1.8656231","url":null,"abstract":"The rapid advancement of mobile device technologies with a wide variety of applications has led to changes in contemporary society. In this new scenario, behaviors, forms of communication and interactions became increasingly dynamic. In the educational field, mobile applications used as a didactic resource also have the potential to transform pedagogical processes, especially among digital natives. We asked in our research if the use of educational mobile applications in the classroom can favor the teaching and learning of Probability and Statistics, especially in students of the modality of Youth and Adult Education, High School. Given this question, we developed a research with the objective of evaluating the acquisition of skills and competences in the area of mathematics, using educational mobile applications. A field research was conducted with 46 EJA module IV students from a Rio de Janeiro State Network college. The students were divided into groups, where one group used mobile applications as a didactic resource and the other did not. Data were collected through tests, questionnaire and observations. Given this, it was found that the results presented demonstrate that educational mobile applications can motivate and help students solve mathematical activities, as well as favoring the learning process of students in EJA High School.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"23 1","pages":"20-43"},"PeriodicalIF":0.2,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68338082","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 : 2021-02-17DOI: 10.20396/ETD.V23I1.8656657
J. Marinho, J. Silva
Adolescent health has been the subject of discussions since these subjects are vulnerable. We deal with the sexual practices and try to analyze the moral and ethical perceptions of adolescents on the issue. The research is qualitative and configured as explanatory. Five focal groups were held using as data collection tools the moral dilemmas. Participants were 45 adolescents from Cape Verde and Brazil. We observed that adolescents were knowledgeable about healthy behaviors regarding sexual practices. However, this was not configured as a guarantee that this domain of information would be sufficient to guide the behavior of the subject because we can not think of rationality and affectivity in a sectioned way. One can know what to do and want, but the intensity of this will (willpower) is fundamental and linked to affectivity.
{"title":"práticas sexuais e o cuidado com a saúde pelos olhares de adolescentes cabo-verdianos e brasileiros","authors":"J. Marinho, J. Silva","doi":"10.20396/ETD.V23I1.8656657","DOIUrl":"https://doi.org/10.20396/ETD.V23I1.8656657","url":null,"abstract":"Adolescent health has been the subject of discussions since these subjects are vulnerable. We deal with the sexual practices and try to analyze the moral and ethical perceptions of adolescents on the issue. The research is qualitative and configured as explanatory. Five focal groups were held using as data collection tools the moral dilemmas. Participants were 45 adolescents from Cape Verde and Brazil. We observed that adolescents were knowledgeable about healthy behaviors regarding sexual practices. However, this was not configured as a guarantee that this domain of information would be sufficient to guide the behavior of the subject because we can not think of rationality and affectivity in a sectioned way. One can know what to do and want, but the intensity of this will (willpower) is fundamental and linked to affectivity.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"23 1","pages":"135-156"},"PeriodicalIF":0.2,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68337758","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 : 2021-02-17DOI: 10.20396/ETD.V23I1.8655904
Francisco Oliveira, J. Barbosa
In this brief essay, we seek to reflect on how reason has devoted the division of man in body and soul and on how this duality was revealed in the hierarchical tradition of stratification of knowledge and scientific knowledge, serving to justify dichotomies with high and powerful symbolic capital and practice). Rather than refuting an education of the body based on disciplinary knowledge or Cartesian science, which apparently only recognizes a point of view about it - as if the person were only a dimension - we boldly wish, from this historical heritage, to argue , though briefly, that through the movement of the body over time we can understand the movement of science itself as a result of our view of body and world. In this construction, theoretical contributions were used that discuss scientific epistemology (ARDOINO, 1998), complexity theory (MORIN, 2003), body (NIETZSCHE, 2012a, 2012b, 2013, 2014, 2015).
{"title":"Corpo e ciência do conhecimento disciplinar à visão plural","authors":"Francisco Oliveira, J. Barbosa","doi":"10.20396/ETD.V23I1.8655904","DOIUrl":"https://doi.org/10.20396/ETD.V23I1.8655904","url":null,"abstract":"In this brief essay, we seek to reflect on how reason has devoted the division of man in body and soul and on how this duality was revealed in the hierarchical tradition of stratification of knowledge and scientific knowledge, serving to justify dichotomies with high and powerful symbolic capital and practice). Rather than refuting an education of the body based on disciplinary knowledge or Cartesian science, which apparently only recognizes a point of view about it - as if the person were only a dimension - we boldly wish, from this historical heritage, to argue , though briefly, that through the movement of the body over time we can understand the movement of science itself as a result of our view of body and world. In this construction, theoretical contributions were used that discuss scientific epistemology (ARDOINO, 1998), complexity theory (MORIN, 2003), body (NIETZSCHE, 2012a, 2012b, 2013, 2014, 2015).","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"23 1","pages":"192-211"},"PeriodicalIF":0.2,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68338027","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 : 2021-02-17DOI: 10.20396/ETD.V23I1.8655678
Mônica Zewe Uriarte, Ana Carolina Sampaio Zdradek
This paper aims to analyze the Pedagogue’s field of activity in non-formal education spaces focused on the role of the Cultural Mediator. The methodology, of qualitative and documentary nature, brings as object of data collection the criteria used by the 33rd Biennial of Sao Paulo 2018 - Affective Affinities, for the hiring of Cultural Mediators. In the development of this study, the term Cultural Mediation is presented through ethical and aesthetic concepts, based on authors such as Martins (2012a, 2012b), Gohn (2014), Duarte Jr. (2010), Bauman (2001), Hernandez (2009), among others. The work of the Cultural Mediator requires interaction, dialogue, exchange, something increasingly difficult in the society called by Bauman as liquid modernity. We start from the assumption that Education has a social and political function and, in this scenario, we must eliminate inertia and relational coldness, seeking an attitude of emancipator master, as Ranciere (2013) tell us. Thus, this text presents Cultural Mediation as a possibility to cover potential circuits for the development of affective relations and ethical and aesthetic attitudes expected in the educational field.
{"title":"Mediação cultural","authors":"Mônica Zewe Uriarte, Ana Carolina Sampaio Zdradek","doi":"10.20396/ETD.V23I1.8655678","DOIUrl":"https://doi.org/10.20396/ETD.V23I1.8655678","url":null,"abstract":"This paper aims to analyze the Pedagogue’s field of activity in non-formal education spaces focused on the role of the Cultural Mediator. The methodology, of qualitative and documentary nature, brings as object of data collection the criteria used by the 33rd Biennial of Sao Paulo 2018 - Affective Affinities, for the hiring of Cultural Mediators. In the development of this study, the term Cultural Mediation is presented through ethical and aesthetic concepts, based on authors such as Martins (2012a, 2012b), Gohn (2014), Duarte Jr. (2010), Bauman (2001), Hernandez (2009), among others. The work of the Cultural Mediator requires interaction, dialogue, exchange, something increasingly difficult in the society called by Bauman as liquid modernity. We start from the assumption that Education has a social and political function and, in this scenario, we must eliminate inertia and relational coldness, seeking an attitude of emancipator master, as Ranciere (2013) tell us. Thus, this text presents Cultural Mediation as a possibility to cover potential circuits for the development of affective relations and ethical and aesthetic attitudes expected in the educational field.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"23 1","pages":"117-134"},"PeriodicalIF":0.2,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68337907","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 : 2021-02-17DOI: 10.20396/ETD.V23I1.8656086
Â. Fronckowiak, Maria Carmen Silveira Barbosa
The relevance of formation practices for reading since childhood and the intention of conceiving them as virtuous circles frequently collides into the intentionality of adult educational conceptions which transforms the experience in a wearisome circle for the children. The voice phenomenologies, from Paul Zumthor, and the image phenomenologies, from Gaston Bachelard, evidence the poetic value of vocal act and imagination act for reading, which is based in the organicity of the poetic action of voice and the adult words, through which, without denying utterance and explanation values, and without limiting just to them; underlines a narrow connection among body, language, and world in the formation processes, also the reader formation. Thus, the listening to shared reading transforms not only in potency to engender a desire for reading and writing but also in an opportunity for children to find, through the voice and the adult compromise, the human's experience that we have been producing and exteriorizing in oral and written records, including the literary ones. The idea of culture perceived just as a content - and conditioned to the boundaries of learning concepts - restricts the contribution that we can provide to the children for the constitution of other ways that they can understand knowledge; which includes, mainly, acquaintance about ways that they share their reading experiences.
{"title":"Educar para ler desde a infância","authors":"Â. Fronckowiak, Maria Carmen Silveira Barbosa","doi":"10.20396/ETD.V23I1.8656086","DOIUrl":"https://doi.org/10.20396/ETD.V23I1.8656086","url":null,"abstract":"The relevance of formation practices for reading since childhood and the intention of conceiving them as virtuous circles frequently collides into the intentionality of adult educational conceptions which transforms the experience in a wearisome circle for the children. The voice phenomenologies, from Paul Zumthor, and the image phenomenologies, from Gaston Bachelard, evidence the poetic value of vocal act and imagination act for reading, which is based in the organicity of the poetic action of voice and the adult words, through which, without denying utterance and explanation values, and without limiting just to them; underlines a narrow connection among body, language, and world in the formation processes, also the reader formation. Thus, the listening to shared reading transforms not only in potency to engender a desire for reading and writing but also in an opportunity for children to find, through the voice and the adult compromise, the human's experience that we have been producing and exteriorizing in oral and written records, including the literary ones. The idea of culture perceived just as a content - and conditioned to the boundaries of learning concepts - restricts the contribution that we can provide to the children for the constitution of other ways that they can understand knowledge; which includes, mainly, acquaintance about ways that they share their reading experiences.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"23 1","pages":"157-176"},"PeriodicalIF":0.2,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48582624","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 : 2021-02-17DOI: 10.20396/ETD.V23I1.8656122
M. Garbin, E. Oliveira
The use of technologies in learning must consider the specificity the knowledge area and then propose a demand for its pedagogical use (SHULMAN, 1986, 1987; KOEHLER; MISHRA, 2005; 2008; OLIVEIRA; PICONEZ, 2016). In distance education, the processes, methodologies, and contents are usually quite standardized, due to production time and costs. This paper aims to identify best pedagogical practices in the distance education, considering a vision of teachers, students and tutors. For that, an institutional research is being developed at a virtual public university in the State of Sao Paulo, Brazil, which proposes the development of a model of course considering the specificities of each knowledge area, based on the Capes table. Thus, after the organization of the courses offered at the institution according to the areas of knowledge, focus groups and questionnaires were applied with the university public, in order to survey the pedagogical practices most appropriate to each area. For each area of knowledge, a set of pedagogical practices will be proposed, and it is expected that a new definition of the supply model of courses, with the participation of the entire academic community, will generate possibilities according to the pedagogical model adopted and also will serve as parameter to other institutions, as well as promoting the improvement of the internal organization for the students learning process.
{"title":"Tecnologias, múltiplas linguagens e práticas pedagógicas na formação superior a distância","authors":"M. Garbin, E. Oliveira","doi":"10.20396/ETD.V23I1.8656122","DOIUrl":"https://doi.org/10.20396/ETD.V23I1.8656122","url":null,"abstract":"The use of technologies in learning must consider the specificity the knowledge area and then propose a demand for its pedagogical use (SHULMAN, 1986, 1987; KOEHLER; MISHRA, 2005; 2008; OLIVEIRA; PICONEZ, 2016). In distance education, the processes, methodologies, and contents are usually quite standardized, due to production time and costs. This paper aims to identify best pedagogical practices in the distance education, considering a vision of teachers, students and tutors. For that, an institutional research is being developed at a virtual public university in the State of Sao Paulo, Brazil, which proposes the development of a model of course considering the specificities of each knowledge area, based on the Capes table. Thus, after the organization of the courses offered at the institution according to the areas of knowledge, focus groups and questionnaires were applied with the university public, in order to survey the pedagogical practices most appropriate to each area. For each area of knowledge, a set of pedagogical practices will be proposed, and it is expected that a new definition of the supply model of courses, with the participation of the entire academic community, will generate possibilities according to the pedagogical model adopted and also will serve as parameter to other institutions, as well as promoting the improvement of the internal organization for the students learning process.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"23 1","pages":"44-63"},"PeriodicalIF":0.2,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49068779","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 : 2021-02-17DOI: 10.20396/ETD.V23I1.8656630
K. Souza, Maria clarisse Vieira
This article aims to analyze Youth and Adult Education (EJA) as a possibility for homeless people to exercise the right to education, recovering the protagonism and autonomy from their narratives. For such, it uses methodologically the exploratory, bibliographical research and some narratives constituted in the empirical research with students of the EJA in street situation. The study dialogues with authors who discuss human rights and the world of work for understanding the need for ever closer dialogues and actions between youth and adult education, work and human rights. The article points out the importance of a youth and adult education that does not fragment the knowledge and the subjects, but that develops in these students the capacity for reflection and action in the face of the violation of rights, promoting the formative process and the production of knowledge in / for human rights education. In the narrative process, memory is present by associating individual and collective experiences, which also constitute these subjects, bringing to light the memory of the social group to which they belong.
{"title":"Narrativas e direitos humanos","authors":"K. Souza, Maria clarisse Vieira","doi":"10.20396/ETD.V23I1.8656630","DOIUrl":"https://doi.org/10.20396/ETD.V23I1.8656630","url":null,"abstract":"This article aims to analyze Youth and Adult Education (EJA) as a possibility for homeless people to exercise the right to education, recovering the protagonism and autonomy from their narratives. For such, it uses methodologically the exploratory, bibliographical research and some narratives constituted in the empirical research with students of the EJA in street situation. The study dialogues with authors who discuss human rights and the world of work for understanding the need for ever closer dialogues and actions between youth and adult education, work and human rights. The article points out the importance of a youth and adult education that does not fragment the knowledge and the subjects, but that develops in these students the capacity for reflection and action in the face of the violation of rights, promoting the formative process and the production of knowledge in / for human rights education. In the narrative process, memory is present by associating individual and collective experiences, which also constitute these subjects, bringing to light the memory of the social group to which they belong.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"23 1","pages":"212-230"},"PeriodicalIF":0.2,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68337707","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 : 2021-02-17DOI: 10.20396/ETD.V23I1.8656236
Gilson Cruz Junior
Este ensaio tem como objetivo discutir as interfaces entre pos-verdade e cultura digital, refletindo sobre algumas das implicacoes formativas advindas desse vinculo. Por intermedio desse esforco foi possivel vislumbrar a complexidade do fenomeno, que se dilui pelas esferas da politica, economia, psicologia, comunicacao e epistemologia. Dentre os atores inseridos neste territorio, destacam-se as fake news, a pos-modernidade, o negacionismo cientifico, a propaganda, os filtros-bolha, o capitalismo de vigilância e os vieses cognitivos. Por fim, constata-se que os principais desafios educacionais nesse cenario convergem para a reconstituicao e o fortalecimento da pratica cidada alinhada aos principios republicanos e democraticos.
{"title":"\"Ver o que temos diante do nariz exige uma luta constante\"","authors":"Gilson Cruz Junior","doi":"10.20396/ETD.V23I1.8656236","DOIUrl":"https://doi.org/10.20396/ETD.V23I1.8656236","url":null,"abstract":"Este ensaio tem como objetivo discutir as interfaces entre pos-verdade e cultura digital, refletindo sobre algumas das implicacoes formativas advindas desse vinculo. Por intermedio desse esforco foi possivel vislumbrar a complexidade do fenomeno, que se dilui pelas esferas da politica, economia, psicologia, comunicacao e epistemologia. Dentre os atores inseridos neste territorio, destacam-se as fake news, a pos-modernidade, o negacionismo cientifico, a propaganda, os filtros-bolha, o capitalismo de vigilância e os vieses cognitivos. Por fim, constata-se que os principais desafios educacionais nesse cenario convergem para a reconstituicao e o fortalecimento da pratica cidada alinhada aos principios republicanos e democraticos.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"23 1","pages":"273-290"},"PeriodicalIF":0.2,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68338117","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 : 2020-11-09DOI: 10.20396/etd.v22i4.8655348
E. G. Saravali, A. Mano, A. Oriani, T. Guimarães, L. Rotoli
A partir dos estudos piagetianos sobre a construção do conhecimento social, o artigo apresenta os dados de uma pesquisa de caráter qualitativo e quantitativo, cujo objetivo consistiu em investigar a compreensão da noção de greve em estudantes da rede pública e particular, de idades entre 6 e 21 anos. A pesquisa com delineamento evolutivo transversal contou com 80 participantes, distribuídos da seguinte forma: 20 sujeitos de 06 anos, 20 de 11 anos, 20 de 16 anos e 20 de 21 anos. Ainda, para cada grupo etário, houve divisão quanto à origem da instituição escolar, assim, 10 participantes eram de instituições públicas e 10 de instituições privadas. O instrumento utilizado foi uma entrevista clínico-crítica que versava sobre a noção de greve. As entrevistas foram analisadas em consonância com os níveis de compreensão da realidade social, mediante a construção de subníveis, acrescida de estatística analítica de correlação entre variáveis. De modo geral, verificou-se que as ideias dos estudantes se concentraram no subnível IIa, revelando um entendimento da noção de greve pouco elaborado, pautado em juízos mais pessoais e aspectos aparentes. A análise estatística comprovou não haver diferença nas respostas conforme as escolas em que os participantes estavam matriculados. Discute-se aspectos relevantes sobre a construção do conhecimento social.
{"title":"construção da noção social de greve","authors":"E. G. Saravali, A. Mano, A. Oriani, T. Guimarães, L. Rotoli","doi":"10.20396/etd.v22i4.8655348","DOIUrl":"https://doi.org/10.20396/etd.v22i4.8655348","url":null,"abstract":"A partir dos estudos piagetianos sobre a construção do conhecimento social, o artigo apresenta os dados de uma pesquisa de caráter qualitativo e quantitativo, cujo objetivo consistiu em investigar a compreensão da noção de greve em estudantes da rede pública e particular, de idades entre 6 e 21 anos. A pesquisa com delineamento evolutivo transversal contou com 80 participantes, distribuídos da seguinte forma: 20 sujeitos de 06 anos, 20 de 11 anos, 20 de 16 anos e 20 de 21 anos. Ainda, para cada grupo etário, houve divisão quanto à origem da instituição escolar, assim, 10 participantes eram de instituições públicas e 10 de instituições privadas. O instrumento utilizado foi uma entrevista clínico-crítica que versava sobre a noção de greve. As entrevistas foram analisadas em consonância com os níveis de compreensão da realidade social, mediante a construção de subníveis, acrescida de estatística analítica de correlação entre variáveis. De modo geral, verificou-se que as ideias dos estudantes se concentraram no subnível IIa, revelando um entendimento da noção de greve pouco elaborado, pautado em juízos mais pessoais e aspectos aparentes. A análise estatística comprovou não haver diferença nas respostas conforme as escolas em que os participantes estavam matriculados. Discute-se aspectos relevantes sobre a construção do conhecimento social.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336768","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 : 2020-11-09DOI: 10.20396/etd.v22i4.8658365
Carolina Catini
Christian Laval, French sociologist and professor at the University of Paris or Nanterre La Defense (Paris X), argues that "the only real emancipatory modernity relays in the autonomy of education in relation to the power of capital". In an interview granted in January 2020, during a huge strike by workers against a pension “reform”, but also during the great mobilizations against “reforms” of high school and of the academic research in France, the author articulates the task of examining the configuration the “new capitalist school” with a policy proposal that denies the future and the “modernization” of education imprisoned by competition. As the neoliberal way of life, capitalist competition finds in educational system a fundamental support, either through the formation of subjectivity, or in the objectivity of the new configuration of “marketization” e “commodification” of education. Both naturalize a competition and create a new disposition between individuals and the State through education. Thus, in the interview with the author, we approached the relationship between the change in the State form and in the function of education that no longer aim the formation of an individual with rights, but to reduces each individual into a "capital manager of himself".
法国社会学家、巴黎大学(Nanterre La Defense)教授克里斯蒂安•拉瓦尔(Christian Laval)认为，“唯一真正的解放性现代性体现在教育相对于资本权力的自主性上”。在2020年1月的一次采访中，在工人反对养老金“改革”的大规模罢工期间，以及在法国反对高中和学术研究“改革”的大规模动员期间，作者阐明了通过否认未来和被竞争禁锢的教育“现代化”的政策建议来检查“新资本主义学校”配置的任务。作为新自由主义的生活方式，资本主义竞争在教育系统中找到了一个基本的支持，要么通过主体性的形成，要么通过教育“市场化”和“商品化”的新配置的客观性。两者都使竞争归化，并通过教育在个人和国家之间创造一种新的气质。因此，在对作者的采访中，我们探讨了国家形式的变化与教育功能之间的关系，教育不再旨在培养拥有权利的个人，而是将每个人降低为“自己的资本管理者”。
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