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Educação de jovens e adultos : palavras de mulheres a respeito do processo de escolarização.
(Universidade Federal de São Carlos, 2007-08-27) Manzato, Carolina Rodrigues; Reyes, Cláudia Raimundo; https://lattes.cnpq.br/2522868599367468
The study approached some women s reintegration to the school environment, students from the Municipal Program of Youngsters and Adults Education in São José do Rio Preto, with the aim of understanding their reasons and objectives in the process. In order to do so, the following goals were established: comprehending their first school experiences to identify the factors responsible for the interruption (or privation) of their learning process, and the implications of these factors in the women s comming back to school; understanding the reasons why women with little or no education look for the school environment; identifying the kinds of learning offered by the school and investigating if they had implications in these women s practical lives; discovering if the women are satisfied (in case their lives have been changed by the learning process) and if they noticed the changes or not. This research s main questions: the education of youngsters and adults EJA, initial reading instructions and critical education, and the role destined to women throughout history, were accompanied by theoretical support of authors such as Paulo Freire, Sérgio Haddad, Maria Clara Di Pierro, Ana Maria Freire, Henry Giroux, Cláudia Viana, Joan Scot, among others. Data collection was carried out by means of semi-structured interviews with six learners, 41-58 years old. Data analysis was based upon Paulo Freire s theory, including the categories of oppression, marginalization, conscientiousness, autonomy, among others. We can previously and primarily stand out these women s courage, they still fight to restore rights that have been historically taken from them.
Realidade psíquica e inconsciente em Freud e em Bérgson : considerações a partir de uma filosofia da ação
(Universidade Federal de São Carlos, 2007-08-27) Cossu Junior, Franco; Simanke, Richard Theisen; https://lattes.cnpq.br/5431145327759147; https://lattes.cnpq.br/8871513367560163
Although both the Bergsonian philosophy and the Freudian metapsychology have been not properly considered, in the last decades, regarding an ample debate about the nature of the mind, it is about two recent speeches that might contribute significantly to the new theoretical-practical outlines in the contemporary philosophy and sciences that examine the mind. Both thoughts show the unconscious as something without what the psychic events could not be understood entirely, which demands total attention of any future scientific paradigm that intends to establish itself over the psychic phenomena. The key to this enterprise we find in the concept of Action, openly in Bergson, but also clearly in Freud who never withheld himself to understand the human in their constant relationship to the world around. It is not about the fusion of two speeches in the name of a new psychoanalysis , which inevitably might cause several epistemologic problems, but, chiefly, about the possibility to verify how much we can learn with the thesis about the mind that emerge from the both theories.
Educação física, educação ambiental e educação infantil no contexto escolar : uma sinergia possível
(Universidade Federal de São Carlos, 2007-08-27) Rodrigues, Cae; Freitas, Denise de; https://lattes.cnpq.br/6159440346233422
The pursuit for synergies between physical education and environmental education in elementary education stems from two main characteristics of contemporary life, namely the environmental crisis on the one hand, and the valorization of body culture, human movement, and ludic experiences in children development, on the other hand. The contemporary environmental crisis is substantiated by a disintegrated relationship between society and nature, precipitated by a fragmented awareness of the world that privileges human values and desires over nature. Once ensuing from this simplistic world view, that disregards a wealth of potential learning relationships, conventional environmental education has usually been uncritical and conservative. In order to meet a relentless human quest for a more meaningful societal life, for being-ones-with-the-others , for being more , a new education must be sought, one that comes to contend the bases of conservatism, a challenging education, set on liberty and aimed at intervening to change. To consider an environmental education that underscores the principles of a democratic education presupposes working with contents that are significant to the student, stressing the relevance of experience, of attitudes and values - all genuine marks of Freire s pedagogy. In elementary education, focus of this study, significant apprenticeship is proposed to be based on essential elements present in children s universe, such as movement, ludic experiences and the development of body culture. All these elements are present in the contents and pedagogic objectives of physical education. Hence, it is possible to define as objectives of this study: (i) to ascertain and ascribe the effective role of physical education in elementary education, (ii) seeking to promote children s environmental awareness. This research, which applies a typically qualitative approach, was carried out on the basis of a critical bibliographical review on the philosophical, pedagogical and methodological knowledge about the synergies between physical education and environmental education, emphasizing the potentialities of their relationships as concepts for understanding and proposing improved approaches regarding the building up of environmental awareness in childhood.