A Contribuição do Pensamento de Edgar Morin

O presente artigo tem como objetivo analisar a contribuição do pensamento de Edgar Morin para a Educação Ambiental. O processo gradativo de deterioração do meio ambiente tem levado alguns segmentos sociais ao interesse pelo processo educativo como possibilidade para se compreender a “questão ambiental” e contribuir para a superação da relação dicotômica entre sociedade-natureza. Nesse sentido, as idéias de Edgar Morin parecem indicar um caminho interessante para uma concepção de Educação Ambiental que favoreça o “pensamento complexo”, fundamental para a superação do modelo de pensamento predominante no chamado mundo ocidental, sobretudo a partir da modernidade.

Agroecologia e sua epistemologia

In the scope of this work Agroecology is considered as a science that demands and seeks a different epistemology from that used by conventional science in order to build its methodological approaches. Within this context, this paper presents the results of a theoretical effort to systematize the state of the art of the debate on this subject. It establishes that Agroecology requires a transdisciplinary approach to deal with the socio-environmental crisis currently experienced in the rural environment. At the end, it is indicated that the theory of complex thinking, proposed by Edgar Morin, can constitute an interesting philosophical framework wherein Agroecology can be based with the aim of establishing a new paradigm for addressing rural areas.

Convergência de linguagens nas artes visuais: cinema, vídeo, teatro e internet

Pós-graduação em Artes - IA

Saúde, meio ambiente e complexidade

Pós-graduação em Serviço Social - FCHS

As tessituras do movimento: dança, tribalismo e imaginário no cotidiano de um grupo de alunos de uma escola pública de Araraquara

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Contemporaneidade e educações: mídias digitais nas culturas juvenis

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Fluxos da alteridade: organizações negras e processos identitários no Nordeste Paulista e Triângulo Mineiro (1930-1990)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O imaginário dos professores de música acerca do cotidiano musical dos jovens: um estudo no contexto das escolas integrais de Barueri, SP

Pós-graduação em Música - IA

Competências do professor no processo de ensino-aprendizagem de língua estrangeira

In this article we discuss competences demanded from the foreign language teacher for him or her to perform in the teaching-learning process efficiently. Our reflections are based mainly on Paulo Freire (2001), Philippe Perrenoud (2000), Edgar Morin (2003), Maurice Tardif (2002) and Almeida Filho (1999), providing, in this way, a reflective dialogue among studies that focus on teachers’ competences. The main objective is a better understanding of the necessary knowledge about teaching practices so that foreign language teachers’ actions can meet the needs of education at present. We expect to highlight important issues in the development of the aforementioned competences, and suggest that their development can contribute for better language teaching.

Competences in the classroom in the perspectives of foreign language teachers

In this article we raise some considerations about teachers’ competences, from the perspective of teachers in the Brazilian public sector. The theoretical framework includes articles by Paulo Freire (2001), Philippe Perrenoud (2012), Edgar Morin (2003) and Maurice Tardif (2002) and, based on these authors, we reflect upon issues concerning teachers’ competences taking answers provided by the Brazilian language teachers as a departing point. In a teachers’ course, followed by the same teachers, we posed the main question in our study: Which competences are necessary for a teacher to be considered a good professional at present? From the answers given individually and group discussions we proceeded to a comparative analysis with the adopted framework, and other issues concerning teachers’ competences were considered as well. All the participants mentioned the same two competences, the use of technology and sound knowledge of the course content, and other competences were pointed out by the various teachers as well. Such procedure, besides providing data for our study, also helped as a self-reflexive activity for the teachers involved, about their own professional performance. Given the issues raised in the theoretical texts and the answers provided by the teachers, we expect to revisit the competences necessary for foreign language teacher efficient performance.

Interações metodológicas e interrelações humanas: alicerçando a transdisciplinaridade no campo da saúde no trabalho

This article provides reflections and discussions about the importance of human interactions and methodological interrelations to substantiate the integrity in the transdisciplinary process in teams that operate in health area. Should be taken as reference the Complexity Theory of Edgar Morin, the logic transdisciplinary of Basarab Nicolescu and the formation groups principles based on the Socionomic Theory of Jacob Levy Moreno. It was concluded that the complexity of the methodologies in the field of workplace health, are influenced by factors that intersect between the scientific interaction and human interrelationships, which allow the transdisciplinary construction. However, the constructions requires the development of professionals in their areas and in their relationship with others as a way of supporting the perspective of transdisciplinarity, ie, interaction, in which different individuals are interrelated with the methodologies and providing articulations and coconstructions from which actualize the transformations.

Fatores sócio-político-culturais na formação do professor de matemática: análise em dois contextos de formação

Pós-graduação em Educação Matemática - IGCE

Auto-organização, complexidade e formação da consciência bioética

This article introduces the concepts of self-organization and autonomy as presented by the thought of Michel Debrun and Edgar Morin and their relationship to the development of a bioethical conscience by means of the school educational process. The proposal aims to contribute to the development of autonomy of students and thus be conducive to their self-organization as “responsible ethical subjects”.

Além da escola: reflexões teórico-metodológicas com base na análise de práticas educativas alternativas descobertas em áreas rurais da região de São Carlos S.P.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Effects of morin on snake venom phospholipase A(2) (PLA(2))

Flavonoids are potent anti-inflammatory compounds isolated from several plant extracts, and have been used experimentally against inflammatory processes. In this work, a PLA(2) isolated from the Crotalus durissus cascavella venom and rat paw oedema were used as a model to. study the effect of flavonoids on PLA(2). We observed that a treatment of PLA(2) with morin induces several modifications in the aromatic amino acids, with accompanying changes in its amino acid composition. In addition, results from circular dichroism spectroscopy and UV scanning revealed important structural modifications. Concomitantly, a considerable decrease in the enzymatic and antibacterial activities was observed, even though anti-inflammatory and neurotoxic activities were not affected. These apparent controversial results may be an indication that PLA(2) possess a second pharmacological site which does not affect or depend on the enzymatic activity. (c) 2005 Elsevier Ltd. All rights reserved.