A produção do conhecimento científico: relação sujeito-objeto e desenvolvimento do pensamento

O presente estudo coloca em questão a produção do conhecimento científico como uma das expressões da relação sujeito-objeto, analisando-a à luz da teoria materialista histórico-dialética do conhecimento. Com o objetivo de demonstrar que a interação prática do sujeito com o objeto apenas fundamenta a produção do conhecimento científico pela mediação teórica, reiteramos a importância do ensino escolar e da apropriação dos saberes historicamente sistematizados, indicando a unilateralidade presente em concepções que enfatizam demasiadamente a prática em detrimento da teoria.

A paisagem do Macuco: os lugares por detrás das formas do Bairro. -

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Espaços de simulação: aspectos materiais e simbólicos da produção e apropriação dos loteamentos fechados ribeirinhos em Buritama, Zacarias e Penápolis, SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A presença da história antiga nos compêndios didáticos de história da Primeira República e a construção identitária nacional

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

Leitor-modelo e leitor-detetive: crítica e ficção nas poéticas de Umberto Eco e Ricardo Piglia

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O ensino da escrita e o desenvolvimento das pessoas com deficiência intelectual

This article proposes a theoretical reflection on the development of children with intellectual disabilities, regarding the importance and necessity of the process of learning the written language, from a historical-cultural point of view. For this approach, the course of development of a child disabled or not will occur according to cultural and social conditions experimented by him or her. Therefore, concerning the child with intellectual disabilities, his cultural condition, in dynamic relationship with the obstacles placed in its special condition, will be the source of his development. If the development of higher psychological functions is realized through the use of tools and if the people with intellectual disabilities present an inability to use these tools, there will be the need for aids so they can learn to use them in order to train and develop their psychic functions. In this process, education and written language acquisitions are fundamental ways of accessibility to the cultural world, a wider significance of communication in the world and to oneself. In short, the educators' comprehension about the importance of intentional teaching of written language and the historical process that envolves its development represents a fundamental contribution to the process of humanization of children with disabilities.

O tratamento do conteúdo informacional da fotografia na Arquivística: algumas reflexões

In the contemporary society, the recurring preoccupation about the effective use and appropriation of information has forced a progressive maturing of Information Science and its extention to new fields of study. In archival management, some gaps can be found concerning the treatment of photographs that have not been solved either theoretically or methodologically. This study approaches one of these gaps: the one related to the processing of the informational content of the photographic documents in archives. After a literature review, several recommendations are proposed regarding the identification, organization, representation, retrieval and access to the informational content of photographs in archives.

Contribuições de Itaipu no processo de integração elétrica regional

Pós-graduação em Geografia - FCT

Trayectoria tecnológica Web y el orden digital en Latinoamérica: reflexiones históricas desde Brasil

The emergence of the digital order renewed the Victorian civilizing ideal and strengthened a world order of techno-economic dependence. The new grand narrative is the urgency of digital transformation of societies; a dream pursued without reflection by the populations of the periphery that ended into in a collision between McLuhan's two informational orders: cold and hot societies. Latin America as part of the periphery did not participate in the development of the informatic technologies and its historical legacy made the appropriation of these technologies more difficult. This paper examines the historical circumstances of this process: the development of a discourse around the digital networks, the consequences of this social construction in the region, the fragile efforts of Brazil to create technology, and the entrance of IT networks in the region. The results showed that the status of this kind of research in the region is weak so we alert about its consequences. We concluded that to create an informational order that may serve as a space of self-affirmation, freedom and heterogeneity, it is necessary to have a deep knowledge of the social and historical context that created its basic technologies, but Latin America is indifferent in such regard. Information Science has a central role in the region within this process but it has not developed it yet.

A apropriação das obras de Ricardo Antunes pelo Serviço Social: a categoria trabalho em debate

Pós-graduação em Serviço Social - FCHS

A pedagogia histórico-crítica e a formação da individualidade para sí

Is there a place inside Marxism for the debate on individuality? Does the historical-critical pedagogy need a theory of individual’s education? The article answers affirmatively to both questions and analyses the pillars of a Marxist theory of human individuals’ education. The start point is the relation between the processes of objectification and appropriation that were originated by the work activity. The relation between objectification and appropriation is analysed from a dialectical materialistic historical perspective. This perspective implies the understanding of the contradiction generates by class struggle that gives to the sociocultural development both the meanings of humanization and alienation. In this sense, individual’s education is understood as part of historical self-building process of humankind. The direction of this movement is from humanity in itself to humanity for itself that means a process that promotes the development of free and universal individuality.

Contribuições da psicologia histórico-cultural para a educação do campo

Este artículo tiene como objetivo presentar los supuestos básicos de la psicología histórico-cultural con el fin de aclarar sus contribuciones a la educación del campo. Esta teoría psicológica, cuya base filosófica es lo materialismo histórico-dialéctico, afirma el carácter social de la psique humana y la apropiación de signos como estera del desarrollo ilumina el papel indispensable de la educación escolar en la formación de los individuos. En este sentido, aborda los siguientes temas: historia y fundamentos filosóficos-metodológicos de la sicología histórico-cultural; diferenciación entre las propiedades psíquicas heredadas por la naturaleza (funciones síquicas básicas) y aquellas culturalmente formadas (funciones síquicas superiores); expresiones ontogenéticas de la producción y interiorización de la cultura; relaciones de intercondicionabilidad entre prácticas sociales y comportamientos complejos culturalmente formados. Como conclusión señala las alianzas entre la matriz psicológica resaltada y la pedagogía histórico-crítico, ya que para ambas teorías no son cualquiera modelo de educación escolar que apoyan la formación de las personas, sino más bien, una que les ofrece los contenidos culturales históricamente sistematizados y aprobados por la práctica social de todos los hombres.

Educação escolar e constituição do afetivo: algumas considerações a partir da psicologia histórico-cultural

Cultural-Historical Psychology alleges the thesis of social experience as the basis of human formation and points the affective-cognitive unity as the intermediate in subject relations with the knowledge on the development of psychological functions. This article presents some elements that indicate the constitution of affective processes from the relations the subject maintains with human objectifications. Part of the critics to the organismic and subjectivist thought that, both in Psychology and in Education, separates emotions from other functions of human consciousness – treating them as deterrents in the teaching and school learning processes – and signs the importance of (re) thinking the relations the subject establishes with reality, the role of knowledge and of the concrete conditions of life and education that produce the affective processes. It defends that thinking and feeling are psychological processes developed from history of appropriation and objectification of signs and instruments that each subject realizes and affirms in scholar education, and the intentional character of teaching – in the organizational and pedagogical practice – as determinant elements in the transformation of the ways of thinking and feeling.

Redes sociales durante la economia cafetera: el caso de las haciendas Bebedouro (Brasil) y La Luisiana (Colombia), 1870-1920

Pós-graduação em História - FCLAS

Toque da Ciência: bases para um estudo de acompanhamento

This paper discuss the bases for monitoring studies on A Science Touch, a science popularization product developed at Unesp. There are science initiationlevel researches for critical evaluation of the program, sorted in technical appropriation and reception studies and discourse analysis.