Práticas de Escritas de Si como Espaços de Formação

Que relações podem ser estabelecidas entre o vivido e o lembrado? Que desafios as práticas da escrita de si trazem para a formação? Proponho uma interlocução com trabalhos que venho orientando em que autor/as produzem reflexões que remetem a um modo de relacionarem-se consigo mesmos, enquanto sujeitos do conhecimento do objeto pesquisado, e revelam-se em uma escrita pautada nas mudanças de pensamento. Aporto-me na valorização da narrativa como forma artesanal de comunicação, vinculada à substância viva da existência, que é a experiência; na experiência da escrita literária, razão de ser da própria existência; na experiência como o que nos acontece. Referir-se à experiência vivida é relatar a caminhada da pesquisa, a construção do objeto, caminhos teórico-metodológicos, as considerações. Referir-se ao lembrado é transitar (dançar?) pelo que escapa às formalizações, cada relato é único, próprio, coisa que penetra, contamina, deixa marcas e provoca abertura para quem lê; são relatos do lembrado que vem pela memória e materializa-se em fragmentos materiais deixados por quem pratica uma escrita de si. A relação entre a experiência vivida e o lembrado abre pistas para pensar a formação.

Espectros de raios-x em MEV indicam associação entre Al e Si em plantas acumuladoras de Al do Cerrado

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O tempo que os escravos tinham para si: um estudo sobre autonomia escrava em Itu de 1850 a 1888

Pós-graduação em História - FCHS

Sintese e aplicação de filmes biocomponentes nanoestruturados de 'TI'/'TI''O IND.2'/'W''O IND.3' por template e 'SI'/'TI''O IND.2'/'PT' por heterojunção em conversão de energia solar e remediação ambiental

Pós-graduação em Química - IQ

Da sociedade disciplinar à sociedade de controle: interações em sala de aula do ensino médio diferenciação de si no processo de ensino e aprendizagem

Pós-graduação em Serviço Social - FCHS

Obtenção e caracterização de filmes finos de Bi3NbO7 pelo método dos precursores poliméricos

Pós-graduação em Engenharia Mecânica - FEG

Efeitos da vibração simultânea nas propriedades mecânicas de juntas de aço ASTM A131 soldadas pelo processo arame tubular (FCAW)

Pós-graduação em Engenharia Mecânica - FEG

Spherical, cylindrical and tetrahedral symmetries; hydrogenic states at high magnetic field in Si:P

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Structural, microstructural, optical and electrical properties of (Pb,Ba,Sr)TiO3 films growth on conductive LaNiO3-coated LaAO(3)(100) and Pt/Ti/SiO2/Si substrates

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

Experiência, infância e cuidado de si: desafios aos atuais saberes e práticas escolares

This paper deals with the problem of experience and its possible languages between school knowledge and practices. Its objective is to find the different possibilities of thinking the experience in the educational praxis, based on the contemporary philosophical categories of event and childhood as well as on the genres of poetic language and testimony. In order to do so, it is reconstructed a genealogy of the transformation of educational praxis into pedagogical art in its relationships with childhood whether as a government goal or as a subject, revealing the domination states that constitute them and pointing out their potential of resistance to the actual one. It is also stated that this event breaks into in the aesthetic dimension of experience and concurs in order to interrupt the order of discourse, making subjects of educational praxis think about it and causing care of oneself to become an ethic attitude put together with an aesthetics of experience. Thus, this research aims at restoring the dignity of experience among school knowledge and practices.

O sentido ético da dramática de si e o significado político da poética da diferença na pragmática do ensino: considerações à luz de Foucault

This essay discusses the theme of poetics in teaching activity, and discusses its possible ability to think about the ethical-formative sense and its possible political use to propose alternatives to the educational praxis that is restricted, in actuality, a pragmatic teaching. From the point of view of aesthetics of existence, therefore, we proposes a particular notion of poetic, fairly close to what can be understood by the dramatic that underlies the pragmatic of you last Foucault, as well as analyzes your chances to problematize the current pragmatic teaching. Thus, we look forward to assist the educator thinking both the possibility of ethics (self) transformation as the meaning of formation of another in his educational activity.

Educação Literária e formação de leitores: da leitura 'em si' para leitura 'para si'

This article deals with the relationship between the reader formation and the teaching of strategies of reading. We based our discussion in reading and childhood literature researchers as: Arena (2007a, 2007b, 2008 and 2010), Bajard (2002), Chiappini (1997), Coelho (2000), Cosson (2007), Foucambert (1994), Harvey & Goudivs (2007), Perroti (1986), Smith (1999), Soares (1999), Solé (2009), Zilberman (2005), and others. We dialogue with some points from the historical-cultural perspective, having a strong focus on a humanitarian literary education in elementary schools.

Infância, arte de governo pedagógica e cuidado de si

This assay recoups the original direction of infantia to question the modern ambitions of its full government by means of the pedagogical art, in modernity, and to analyze its potential of resistance, in the present time, arguing the possibilities of this if to reconvert into praxis that the care of itself requires and of that assumed being as a debt on the part of the educators. For this, we will appeal to the Foucault concepts of governmentalization and of care of itself and to the Lyotard notion of debt it stops with infancy. Of this theoretician-conceptual perspective, we wait to offer some tracks so that, as educators, let us think the care with this another one, in the pedagogical art, from critical the philosophical one to the abuses of the power and the socratics recommendation on the on the care of itself.

Formação humana e cuidado de si: um encontro explosivo ou a possibilidade de pensar de outro modo a racionalidade e a ética na educação?

This essay discusses the issue of the contemporary fall of human shaping as an opening possibility to think it in another way. For that purpose it analyzes the latest favorite courses at the Collège de France by Michel Foucault in order to verify the notion possibility of care of oneself and of psychology to regard the human shaping with a different look. By approaching the point of view of the esthetics of existence, it offers reasons with the possibility of life concept as a work of art to be an alternative to the fall of the modern concept of shaping in the contemporary times.

Entre a escola e a vida: desafios da ética de si para a experiência formativa

This essay aims to analyze the relationship between life and school. In opposition to theoretical perspectives longed for a possible reconciliation between life and school, we look for to show to existing tension between these two spheres, making an analysis of the themes of the experience with birth, death and the difference, and highlight that this reflection invites the subjects of the educational practice to an ethical attitude of care for the other, for oneself and so that the other one takes care of the care of the self. Having the thoughts of Arendt’s and Foucault’s as reference, we understand that life goes beyond school knowledge and practices, offering us what we think about educational practice and making the subjects of that practice learn how to place themselves between life and school, looking for new senses for themselves and resistance to the existent while they transform themselves. Thus, we wait to offer the educators some life problems that pervade the educational practice, reverberate in their experience and make them think about what they have left.