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Educação, subjetivação e singularidade em Max Stirner
(Universidade Federal de São Carlos, 2013-09-04) Figueiroa, Jonas Nogueira; Abramowicz, Anete; https://lattes.cnpq.br/7104816752471715
This study aims to problematize, based on a bibliographic study of the German philosopher Max Stirner, the modern paradigm on education, more precisely on the practical of subjectification that compose this paradigm and the possibilities of singularity, as a resistance method to this process. For this purpose, the current study aim to revisit the debate conducted by the author in his book The Ego and his Own, in which the modern subjectivity is presented as a result of a process that started in the antique times and the rise of christianity, pointing to the appearance of a specific type of rationality and morality, constitutive parts of that subjectivity. Moreover, the discussion turns to the characteristics that education acquires in Liberalism, pointing to a better understanding of the liberal education as a process constructing subjectivities, in which the modern rationality and morality occupy a central role to internalize and naturalize domination and governance used nowadays. Finally, we discuss the possibilities presented by the author to construct other relationships socially and pedagogically, besides the ones of subordination that define education in current times.
Corpos abertos: sobre enfeites e objetos na Vila de Cimbres (T.I. Xukuru do Ororubá)
(Universidade Federal de São Carlos, 2013-09-04) Lima, Clarissa de Paula Martins; Cardoso, Marina Denise; https://lattes.cnpq.br/8109498755414467
Talk about their existences through objects and ornaments (enfeites) is something the residents of the Village of Cimbres (Terra Indígena Xukuru do Ororubá) constantly do. This work is, in this sense, an endeavor to pursue them, people, objects and adornments likewise, through the paths they trace, the connections they engender and, at the same time, constitute all of them. As I seek to discuss in this text, something enable objects and ornaments in being active parts in person making, and vice versa: the capacity of everything that is matter to be occupied by existences that go beyond their boundaries, something that constitutes them and is always open to continuous changes. This capacity makes possible to access many portions of Xukuru world through objects and adornments. Thus, looking to the Xukuru through those artifacts, I aim to set forth the multiple connections that they create, and are creating them respectively, and that concerns to relatives and families, person making, politics, cosmology and so on. This text is an exercise to, just as the Xukuru do, look into their world through their objects.
Pedagogia da terra na UFSCar: uma análise acerca da proposta metodológica e das práticas educativas da turma Helenira Resende
(Universidade Federal de São Carlos, 2013-09-04) Silva, Paula da; Nascimento, Manoel Nelito Matheus; https://lattes.cnpq.br/4486910967478337; https://lattes.cnpq.br/7175852696694290
Our goal in this paper is to report and try to analyze the methodological approach and the pedagogical practices of the first Field Education Course conducted by INCRA and PRONERA in partnership with the Universidade Federal de São Carlos and Social Movements of the field, between the years 2008 and in 2011. For this we used a literature review, participatory research and data analysis. We started the work with a brief contextualization of social and economic conditions that trigger land struggles, then we characterize the four social movements struggling for land that participated in the planning, development and evaluation of the course. Given the role of the Movimento dos Trabalhadores Rurais Sem Terra MST, in the fight for land and rural education and have a better defined educational proposal, we list as a parameter to the proposals and actions of course. Then, in the second chapter, devote ourselves to education in the MST, your concept of school and the Pedagogy of Movement, and approach the issue of rural education and the contribution of PRONERA in its consolidation. Finally, in the third chapter we highlight our object, featuring the gang Helenira Resende, pioneered the Pedagogy Course Earth in the State of São Paulo, and reporting pedagogical and methodological approach of the course, in addition to practices performed during the four years, thus, we describe the evaluation process, the organization of the steps, the stage, the pedagogical practices in communities, the community, the times and educational spaces, in addition to mechanisms for monitoring the course. Thus, we seek to contribute to this account future research and the construction of memory of Pedagogy in the Field, in São Paulo and Brazil.