A propósito dos parâmetros curriculares nacionais e sua relação com o ethos cultural hodierno

The text focuses on the relation between the Law of Directives and Bases of National Education, as well as its deployment in the National Curriculum, and contemporary culture in three aspects: the predominantly naive about the relation between technological development / education, the translation rhetoric about family’s institution as a partner of educational practices, and finally, the use of systems theory applied to the context of politicaleducational diagnosis. Results from a larger research project in progress titled "Cultural Industry and formative processes: Subsidies to reflect the new educational demmands”.

Fundamentos psicológicos da pedagogia histórico-crítica e fundamentos pedagógicos da psicologia histórico cultural

This article presents the theoretical and methodological unity between the historical-critical pedagogy and cultural-historical psychology. It highlights, in addition to the membership of both theories to historical-dialectical materialism, the basic premises that point toward the affirmation of school education as a condition of humanization of individuals, as well as the transmission of historically systematized knowledge as one of the requirements for the achieving this purpose. In this direction, we aim to demonstrate that the historical-critical pedagogy contains, in its innerness, a solid psychological foundation, consistently built by a cultural-historical conception of man, society and educative nature that guides the relationship between them through the human vital activity, that is, through the work. It is in the core of those fundamentals that the alliance between this pedagogical theory and cultural-historical psychology is evident.

Considerações sobre a atualidade da formação cultural/educacional: novos desafios para a pesquisa

This paper aims to draw some outlines of what I understand to be background for possible investigations that examine the cultural / educational problems in Brazil from the perspective of Critical Theory. Under the light of these outlines I intend to present two directions of research which are the main objectives of the research project I develop within the Department of Educational Psychology of College of Sciences and Letters of Unesp in Araraquara. In particular, it is necessary to understand the internal deformation that education suffers as a concrete substance of the teaching process in schools, which makes an empirical investigation how the cultural industry’s schemes become present in the “didactic pedagogical scene” necessary. On the other hand, the elucidation of this problem requires a theoretical investigation about the broader process of constitution of today’s subjectivity under the impact of that industry. Both goals set forth herein are intended to provide subsidies to make readings about new educational demands possible in Brazil.

Literatura, história e indústria cultural em o O Xangô de Baker Street

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Avaliação do significado social, econômico e cultural do tabagismo em mulheres profissionais do sexo

Pós-graduação em Enfermagem - FMB

A linguagem do consenso nos marcos da regressão cultural: o fim da consciência e a construção do neocontratualismo de Jürgen Habermas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Atividade docente e Educação Especial: dos encaminhamentos históricos ao contraponto Histórico-Cultural

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Terapia ocupacional educacional: revendo o desenvolvimento infantil por meio da teoria histórico-cultural

Pós-graduação em Educação - FCT

Leitura na educação infantil: implicações da Teoria Histórico-Cultural

Pós-graduação em Educação - FFC

John Gledson reescreve Milton Hatoum: a teoria e a experiência da tradução cultural

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Memória Cultural e Educação Escolar: um exame a partir da teoria do Círculo de Bakhtin, Volochínov e Medvedev

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)