A educação ambiental na formação de pedagogos de uma universidade publicado Estado de São Paulo

This study aimed to understand environmental education in the training of teachers of one pedagogy course at a public university in the state of São Paulo. To answer this question, an exploratory research was conducted, in which a study field, by the techniques of semistructured interviews and documentary analysis, provided the data for analysis. Important to highlight theoretical and methodological foundations of Historical-Dialectical Materialism and Historical-Critical Pedagogy that guided the study. With the results analyzed, we say that environmental education in the studied pedagogy course is minimal and, when it appears, enhances conservation and care with the environment perspectives, without considering the causes of environmental degradation: the way to produce life in capitalist society. In this sense, it is necessary for a consistent formation of the teacher in environmental education to advance the knowledge of this field directly related to education. For the inclusion of environmental education in school education, it is necessary that their knowledge to be considered in education, especially in the training of teachers. Therefore, the data collected and analyzed in this study may contribute to the formation of teachers to understand that environmental education in their training has not been established with the importance and the quality that the social and environmental problems require, with no place along the undergraduation, a condition that needs to be changed to teacher develop a transformative environmental educational practice at school

Pesquisa qualitativa em saúde mental: alguns apontamentos

This article proposes a reflection on the research´s process of mentalhealth highlighting the qualitative research as a fundamental resource for theproduction of knowledge about health / mental illness. From the theoreticalreference of historical and dialectical materialism it is supposed that the socialsciences´ object of study - the man as a historical being - is constantlychanging. Likewise it demands methodologies that can build analysis based inthe concrete reality of the subjects in their relations to produce life. From thisperspective, to reflect on mental illness and the ways of facing it can contributeto the formation of new concepts about care´s models nowadays: the asylummodel and the psychosocial.

A agência humana do professor de inglês no desenvolvimento de saber glocal na perspectiva sócio-histórica e dialética

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A importância da negatividade hegeliana para o pensamento dialético de Herbert Marcuse: o legado da filosofia da história

Pós-graduação em Filosofia - FFC

A assistência social e o trabalho com as pessoas em situação de rua no CREAS: um campo de intercessão

Pós-graduação em Psicologia - FCLAS

Processo de desenvolvimento da imaginação na pré-escola: implicações de um programa de intervenção ludo-pedagógico a partir do gênero musical samba

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Que voz na voz não ouvida?: Uma escuta psicanalítica a catadores de recicláveis

Pós-graduação em Psicologia - FCLAS

Influências de instituições externas à escola pública: privatização do ensino a partir da educação ambiental?

Pós-graduação em Educação para a Ciência - FC

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

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Processos educativos e emancipação: a visão dos educadores sociais sobre suas práticas

Pós-graduação em Educação - IBRC

Contribuições da psicanálise de Freud e Lacan a uma Psicotherapia outra: a clínica do sujeito na saúde coletiva

Pós-graduação em Psicologia - FCLAS

Sofrimento psíquico e trabalho intelectual

This study aims to understand if intellectual work provides conditions for the emergence of psychic suffering inuniversity teachers in a public institution of higher education. Use is made of the philosophical assumptions ofhistorical materialism, work as a category of nuclear analysis of human phenomena, and also the categories ofalienated labor and intellectual work. It also refers to mental illnesses as a social production. The research subjectswere teachers with contracts of employment in exclusive dedication (RDIDP). It is used as an instrument for datacollection, a questionnaire with closed and opened questions of opinative character. Responses were categorized andanalyzed qualitatively and had not intention of giving statistical data. However, in order to better display, the samepercentage of the sample are presented, among which one third (29.6%) have some health problem after enteringuniversity. Of those, 15,5% are related to the organization of work, 5,6% to the working conditions, 2,8%concomitantly to the conditions and the organization of work. The results indicate that the organization of work in apublic university has shown itself as a space of psychic suffering, but also of alienation.

A causação mental segundo o realismo prático de Lynne Rudder Baker

The aim of this paper is to reflect on the problem of mental causation according to Lynne Rudder Baker’s Practical Realism. I try to show how the pragmatic assumptions of the philosopher allow her to criticize the prevalent views about the relation between mind and body, the Cartesian dualism, and, especially, the Jaegwon Kim’s reductionist materialism, as well as to restore and bypass, not without problems, the difficulties inherent in those approaches.

Educação e sustentabilidade: relações possíveis

Considering the defi nition of Environmental Education as a human development process that seeks the transformation of the relationship between society and environment, this paper – collectively written by the members of the research group – discusses the theoretical framework of our studies, understanding them not as ’straitjackets’ that force us to repeat and reproduce predetermined analysis, but as a pathway, a method to interpret reality, a method to look for the essence of the studied phenomena, the real world. The theoretical framework we present helps us, therefore, to overcome the fragmented feature of the construction of knowledge proposed by methodologies in whose epistemological axis are located empiricism, positivism and idealism, as well as to fi nd out the laws of the phenomena whose study concerns us. It also helps us to capture in detail the details of the problems, to analyze their evolution and track the connections between phenomena that surround them. That is the Historical, Dialectical and Materialistic method formulated by Marx and those who came after him, also known as the philosophy of praxis. Based on this reference, we discuss here the relationship between environmental education and sustainability, bringing the concepts of sustainable development and sustainability into the debate, concluding that for the critical perspective explained here, environmental education for sustainability is a process that joins theory and practice for the transformation of the relationships between societies and the environment. This is the critical dimension of environmental education as we comprehend it.