Educação, paranoia e semiformação

This paper aims at showing the relationship between semi-formation by Adorno and the paranoia in the field of knowledge. According to Adorno, the emancipation is oriented by the dialectical criticism of the semi-formation and the para noia in knowledge. A critical analysis of Adorno's concepts of the semi-formation in knowledge is presented. This critical analysis is inserted in the critical context of the cur rently hegemonic epistemological ideas in the field of studies on education and knowl edge. In this category of knowledge considered through the educational perspective, the instrumental reason is concretely questioned in its restrictive form of knowledge. Thus, it is possible to show some issues about contemporary education matters discussed under the perspective of the thoughts of Adorno.

A ideologia dos filmes utilizados na educação infantil: uma análise a partir da teoria crítica

This work has as purpose to show what are the influences of media in the education and in the shaping the thinking and understand that ideologies are present in the films used in the classroom in kindergarten. For this, I directed the discussion beginning by concepts as Ideology and its more different definitions by several thinkers over the years, the thinkers of Critical Theory of Frankfurt School, called “frankfurtians” of first and second generation of this school, also making an association between Cinema and Education, evidencing concepts involving this association as Cultural Industry, using films properly in classrooms in kindergarten, with the teacher as mediator and then discussed what amounts of movies on children's education, how they assist and deepen the knowledge developed by students in schools of infantile education. Additionally, they are exposed the different opinions about the subject Film and Education for students from kindergarten, what benefits and what disadvantages in the use of films, the different opinions on the subject. We also discuss, in this work, the ideologies present in three films produced by Walt Disney, they are Cinderella, Snow White and the Seven Dwarfs and Alice in Wonderland, relating them to how they can contribute to the development and learning students in kindergarten. I associated more as possible the previous discussions to analyze the ideologies present in these films, by summarizing these, and decomposing them through an analysis tool called frame. Finally, I completed everything that was discussed and analyzed, which students in kindergarten may develop with the use of films in schools, what they contribute, in some way, for the learning and education of students as viewers using the school as access to different cultures and the teacher as a mediator of this relationship

O mal-estar docente e os limites da experiência no tempo presente: uma leitura frankfurtiana

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

Transnacionalização das relações de trabalho: o caso da maquila estadunidense Johnson Controls (plantas FINSA e interiores) e o papel da Federação Internacional de Trabalhadores das Indústrias Metalúrgicas (FITIM)

Pós-graduação em Relações Internacionais (UNESP - UNICAMP - PUC-SP) - FFC

O modelo pedagógico das competências: gênese e apropriação na reforma da década de 1990

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A psicanálise entre a higiene mental e a escola nova na obra de Arthur Ramos: contribuições à história da educação no Brasil

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Educação escolar e mediação: impactos das tecnologias digitais no processo de formação

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A educação moral construtivista e suas contradições: uma leitura critica

Pós-graduação em Educação Escolar - FCLAR

Teoria crítica, neoliberalismo e educação: análise reflexiva da realidade educacional brasileira a partir da reforma educacional de 1990

Pós-graduação em Educação - FFC

As trevas da razão esclarecida e as pesquisas em seres humanos em Tuskegee e na Guatemala: um caso de bioética

This work is aimed at examining the paradox of modernity, from the opposition between Enlightenment ideals and historical events that followed, especially during the twentieth century, as well as to study the impact of mismatch on Bioethics, adopting as a reference epistemological critical theory of the Frankfurt School. Bioethics presents itself as a shaky science, devoid of references, and primarily impacted by the emptying of ethics. The reason desubjectivation established by and exacerbated by modern enlightenment, was able to erect dark scary for humanity and promote barbaric practices in the name of a science that promises order and progress. This paradox and the fallacy of reason enlightened by scientific advances are wide open, always accompanied by ethical and moral returns scary. Some examples are the surveys conducted in Tuskegee and Guatemala, and treated in this study, which show how far modern rationality and all its consequences

O preconceito como obstáculo à educação sexual: reflexões a partir de uma perspectiva ética

This paper developed a reflection about problems related to the establishment of ethical principles that guide the sexual education aiming at emancipation. Our theoretical framework is the Critical Theory of Society, in particular texts by T. W. Adorno on training, prejudice and education. It is understood that numerous difficulties are related to the achievement of an emancipatory education, and such difficulties are even greater when it comes to sex education since it is an issue that still raises irrational fears on educators, and is absent from the training they received. Following Adorno, it is understood that the current formation favors the development of subjects inclined to prejudice, and that an emancipatory sexual education involves a critique to the conditions under which such formation occurs and, at the same time, a continuous reflection about the relations between the desires and the social possibilities of their realization.

Psicologia, política e direitos humanos: ambiguidades e contradições

From a brief description of four different epistemological perspectives on human rights this article seeks to highlight the importance of critically discuss the history and the contradictions between these perspectives and the field of psychology both as science and professional practice. It is noteworthy that an ethical psychologist’s practice depends on a critical attitude towards science and human rights in its various interfaces.

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.

Teoria crítica da sociedade: um olhar sobre a educação em tempos de sociedade tecnológica

This article aims to discuss and reflect on the contributions of the Critical Theory of Society called for the field of education in times of increasing technological development. Therefore, we look to the works of three authors exponents of Critical Theory: Walter Benjamin, Theodor W. Adorno and Herbert Marcuse, highlighting the reflections and analyzes of these authors and using them as input in the educational field. The selfreflective and self-education is conceived in its potential to overcome the conditions of domination that remain in our society increasingly technified and supposedly democratic. Thus, the educational praxis think it seems like something urgent and necessary to be broken with certain conditions that keeps our potential to barbarism.

Da teoria crítica ao pós-estruturalismo: breves apontamentos para uma possível confrontação entre Adorno e Deleuze

The Frankfurt critical theory and the French post-structuralism are important lines of thought in the philosophy of education, which inspired several academic productions in recent decades. In the 1950s and 1960s, both opposed philosophical resistance against many types of totalitarianism. One big difference between the two lines of thought has been the critical of the dialectic considered an insufficient method to think about the difference (Deleuze) and the reaffirmation of a negative dialectic (Adorno). This article intends to analyze the thematic affinities and the differences of method between the thought of these two authors.