Navegando por Palavras-chave "Critical Theory"
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- ItemAcesso aberto (Open Access)Formação inicial de professores de educação física, mídia televisiva e outros estruturantes tecnológicos: um estudo de caso educacional amparado pela Teoria Crítica(Universidade Federal de São Paulo (UNIFESP), 2015-07-15) Oliveira, Fernando Dias de [UNIFESP]; Pesce, Lucila [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)O presente estudo assume a abordagem metodológica qualitativa de caráter descritivo e é delineado através de um estudo de caso educacional, amparado pela Teoria Crítica. O objetivo geral desta pesquisa é investigar e discutir de que modo a mídia televisiva e outros estruturantes tecnológicos estão sendo tematizados nos cursos de formação inicial de professores de Educação Física. De forma específica, esta pesquisa objetiva investigar e discutir sobre: i) a importância da formação e atuação de professores de educação física, na perspectiva crítica; ii) a forma com que a indústria cultural se apropria e ressignifica os elementos da cultura corporal de movimento; iii) a necessidade da existência de debates durante os cursos de formação inicial de professores de educação física sobre as influências da mídia televisiva e de outros estruturantes tecnológicos na sociedade; iv) o papel do uso da mídia televisiva e de outros estruturantes tecnológicos nas aulas de educação física na educação básica. O marco teórico ergue-se em meio aos seguintes campos: Teoria Crítica, profissionalização docente, formação de professores de educação física, mídia televisiva e outros estruturantes tecnológicos. No delineamento do estudo de caso foram realizadas entrevistas semiestruturadas junto a 7 professores de educação física em atuação no ciclo II do Ensino Fundamental, na Secretaria Municipal de Educação da cidade de Barueri, escolhidos sob determinado critério de seleção. No decorrer do processo investigativo, também foi realizada a análise dos Projetos Políticos Pedagógicos das escolas em que os sujeitos de pesquisa lecionam, da Proposta Curricular empreendida pelo município em questão e das diretrizes da área de educação física para a formação de professores. A análise destes dados, organizada pelo estabelecimento de categorias de análise, permitiu compreender que a formação inicial do professor de Educação Física não contempla, com a devida propriedade, a temática abordada neste estudo: a integração e a reflexão crítica sobre a mídia televisiva e outros estruturantes tecnológicos, no contexto da prática docente. Em convergência com tal cenário, os achados da pesquisa também sinalizam – no âmbito da rede municipal de educação em tela –, a fragilidade de políticas públicas de formação continuada de professores de Educação Física voltadas a tal temática, traduzida na ausência da oferta de cursos e/ou programas de formação voltados ao uso pedagógico dos estruturantes tecnológicos.
- ItemAcesso aberto (Open Access)A massificação e a democratização do acesso na Unifesp e na UFABC: avanços e limites(Universidade Federal de São Paulo (UNIFESP), 2020-03-30) Zotelli, Gabriel Perrenoud [UNIFESP]; Dias, Marian Avila De Lima E [UNIFESP]; Universidade Federal de São PauloThis research investigates the development of the Brazilian‘s higher education expansion with a focus on the federal public sector, analyzing the process that goes through the 1990s until reaching 2016 when the implementation of the Lei de Cotas is finalized (Federal Law 12.711/ 2012). It seeks to understand the process of democratizing access to federal public higher education in Brazil based on some reflections by Theodor W. Adorno, Max Horkheimer and Herbert Marcuse. To do so, it starts from the tensioning of the democracy and massification‘s concepts aimed at education, by apprehending the concepts to understand the nuances that govern this social phenomenon. Thus, with the help of the concepts of pseudoculture, technological thinking, managed society, Cultural Industry and emancipation, the expansion of Brazilian higher education is analyzed, in view of the contradictions related to the democratization of education, since the subject has also shown to be of interest to the managed society, which puts education in the position of a commodity among many others. This research aims to bring materiality to the analysis of expansion policies taking into account the data collected about the Federal University of São Paulo (Unifesp) and the Federal University of ABC (UFABC). It was found that, although progress has been made in expanding access, inclusion and diversification of audiences in Brazilian higher education, at the same time the marketing of higher education, the fragmentation of formation and the massification of professional qualification has also advanced. Such trends, in tune with the adapted and totalizing life, indicate the transformation of the objectives of the public university, which increasingly start to prioritize education to the detriment of training individuals towards humanization.
- ItemAcesso aberto (Open Access)Qualidade da educação na agenda global: análise da educação para todos da UNESCO(Universidade Federal de São Paulo (UNIFESP), 2019-08-29) Bueno, Cicera Aparecida Escoura [UNIFESP]; Minhoto, Maria Angélica Pedra [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Adopting documentary analysis of Unesco publications dealing with Education for All, this study discusses the contents of the documents prepared and published by the agency, aiming to identify the principles of education that guide them, the characteristics related to the quality of education, the role attributed to education and its importance to society and whether the idea of quality is or has been linked to the achievement of some specific objective. As a hypothesis, it was established that there is a very strong link between the educational objectives advocated by UNESCO and the conception of quality proposed in its documents directed to world education and that in the productions of the organization there are permanencies and changes related to the characteristics attributed to quality education. The starting point for the survey was the World Declaration on Education for All, produced in Jomtien, Thailand in 1990. The Dakar Framework for Action was then adopted in 2000, which outlined the Millennium Development Goals, targets to be achieved by 2015. Then, the 2005 EFA Global Monitoring Report was analyzed, which adopted the Quality Imperative as the theme and the 2008 Report. Subsequently, the Global Monitoring Report of 2015 was discussed, which pointed out the progress and challenges of education. Finally, the Declaration of Incheon, the Framework for Action Education Agenda 2030, was adopted as the object of analysis. This document established basic elements for achieving the 4th Sustainable Development Objective proposed by the UN: towards inclusive and quality, equitable and lifelong education for all. In order to understand and identify the changes that have occurred in the paths taken by the institution, a historical survey is presented on the process of implementation of Unesco and, with the same objectives, survey of the processes of schooling and development of educational systems in the world western period between the end of World War II and contemporary times is presented. The Critical Theory of Society is the referential adopted to analyze transformations and permanences in the understanding of quality defended by the organ, aiming to point out the contradictions present - manifestly or latently - in their contents, as well as to identify the contradictions and observed inconsistencies between propositions and orientations and the concrete conditions that impact its viability. The research showed that, in the documents analyzed, the proposal of education, maintaining an articulation with the Human Capital Theory, is guided by economic interests that aim to meet the market and employability. Thus, the characteristics attributed to the quality of education involve the instrumental domain of elementary contents of reading, writing and calculations and the development of skills aimed at the insertion of individuals into the productive system. Linked to the achievement of a specific objective, the adaptability of the subjects, education has the task of providing training based on the dominant interests and without promoting opportunities for emancipation. It was observed that, although the agency maintains as premise to defend the importance of education in the society, the adoption of this utilitarian perspective has promoted, in the last decades, a modification in its guidelines and the attributes disseminated to a vision of quality, thus confirming, the initial hypotheses of the study. Conceptual analysis, based essentially on the perspective of Herbert Marcuse, who pointed to technological rationality as an apparatus for harmonizing the contradictions present in advanced industrial society by technically and economically manipulating human needs and interests and promoting one-dimensional thinking, allowed us to observe how Unesco productions since the 1990s have contributed to the production of consensuses, to the reduction of critical thinking, the fragmentation and standardization of training and the instrumentalisation of education.
- ItemAcesso aberto (Open Access)O Sentimento Religioso Na Obra Tardia De Max Horkheimer(Universidade Federal de São Paulo (UNIFESP), 2018-12-13) Ramos, Luciano Sousa [UNIFESP]; Machado, Francisco De Ambrosis Pinheiro [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)This Research Proposes To Investigate The Theological Rescue In The Late Thinking Of Max Horkheimer. For This Reason, We Will Focus On The Approach To The Religious Sentiment That Occurs In The Reflections From The 1950s. However, Once We Believe There Is A Unity Of The Theme Throughout Horkheimer's Critical Theory, We Thought It Would Be Interesting To Make Specific Observations In His Other Phases Of Thinking, As In The Period Of Conception Of A Materialistic Science In The Writings Of The 1930s, And In The Reflections On Instrumental Rationality In The Central Works Of The 1940s. The Approach To The Religious Theme Inaugurates A New Stage In The Reflections Of This Author, Who Seeks Tirelessly To Sustain The Possibility Of The Existence Of An Emancipated Reason Within The Administered And Controlling Society In Almost All Aspects Of Social And Individual Life. In This Rescue Of Theological Principles, We Intend To Investigate The Continuity Of The Critical Project In Which Horkheimer Calls The Nonfulfillme