Tramas da (ir)racionalidade contemporânea para a composição do mito-tecno-lógico

The plot myth-techno-logic, contemporary, was developed starting from the dualism myth-reason. In this study, we deepened the alluded dualism taking as reference the historical contexts of the Renaissance and of the Enlightenment, emphasizing the discussion of the economical rationalization as conductive thread of the western development, in which we identified the game of the rational and of the irrational, for assure the superiority of the reason. In the context of that game, we analyzed the implications of the modernization, for the education, in function of the instrumental rationality, responsible for the environment of adaptation of the technological instruments to the scenery of the contemporary modernization. The new context is constituted by points of union and of ruptures among the technique, the science and the myth. Through our analysis, we noticed that the basic needs for the contemporary society were linked to the changes in the production means, for which the machine determine the rhythm of the work and the quality of the product. However, the changes in the productive processes promoted the appearance of the commercial marks that, as we see it, they represented the synthesis of the perfect harmony of the myth, of the technique, of the science and of the technology, in the conduction of the economical rationalization to the contemporary modernization. Thus, the contemporary modernization it arrives us for the economical rationalization, developed with the support of the technician-scientific knowledge and communicated by the articulations of the myth-techno-logical

A educação da mulher norte-riograndense segundo Júlia Medeiros (1920-1930)

This present work has the aim of reconstruct the biographical profile and the practices of the professor and journalist Julia Medeiros in the county of Caico, State of Rio Grande do Norte, in the 1920 s and 1930 s, justified by the visibility of this professor during the construction of the lettered society from the mentioned State and the participation in potiguar press. How were the women and educator s representations in the 1920 s and 1930 s ? With the aim to get answers, I use as sources, the Public Archive of Rio Grande do Norte and the Geographical and Historical Institute of Rio Grande do Norte, the newspaper of that time, as the available issues of Jornal das Moças (1923-1932), magazines, letters, pictures, and interviews with relatives, ex-students and friends of this intellectual woman. It was noticed that she stood out as a professor at School Group of Senador Guerra and as a journalist, sending opinions about everyday life. With this analysis, it configures, in part, her time and the history of education in Rio Grande do Norte, with the participation of teachers. Despite of her importance during the construction of education and citizenship of women, Julia Medeiros lived the two sides of the same coin: visibilty and anonymity

Saberes da pesca: uma arqueologia da ciência da tradição

This essay presents and discusses knowledge obtained through tradition taken as knowledge built along generations, transmitted from mouth to mouth and everyday experiences result of a non-scientific knowledge based on observation and hints given by more experient generations. The referred icon used to develop such a discussion in this essay is fishing. We point out the knoledge which enables the fishermen, among other dominions, to: find out the fish and other animals feeding habits; find their way through by astral influence during night navigation and learn the tide flowing based on the moon cycle. On what comes to fishing knowledge, the research was organized based on a bibliographic study about several ways of fishing in the Northern, Northeastern, Southern and Southestern regions of Brazil. In the Northern and Northeastern regions, the field research was also focused. Having interviews, photographs and films as reference, this part of the research was divided into two parts: the first one situated in the Amazonian Region in na area called Baixo-Tocantins, in the State of Pará where we worked with fishermen in the small towns of Abaetetuba and Igarapé-Miri; and the second one was held in the Northeastern region of Brazil, in the State of Rio Grande do Norte, where we worked with fishermen on the Piató Lake, in the small city of Assú. We tarted discussing based on a descriptive study of the fishing techniques used, aiming to identify them as an ordered activity, differed and classified by knoledge obtained through the years, based on the relationship between man and Nature. Creativity, stimulated by human curiosity, is also discussed and shown as a result of various fishing journeys. The myths, as a component of the fishing world, especially those which describe the relationship between men and waters, also have an outstanding place. At last, two fishing techniques belonging to the research field reference, are also described and analysed under the focus of construction and systematization of the knowledge related to fishing. The theory approach is based on reflection upon the tradition knowledge discussed by Almeida (2001), Balandier (1997), Câmara Cascudo (1957, 2000, 2002) and Claude Lévi-Strauss (1976, 1987 and 1991). The essay is an exercise of knowledge production which defends the "relink" of knowledge, as Edgar Morin suggests when dealing with the sciences of complexity

Palmyra Wanderley e a educação da mulher no cenário Norte-rio-grandense (1914 -1920)

The present work has the intention to analyze the contribution of the writer and journalist Palmyra Guimarães Wanderley to the education, throughout her writings in the period between 1914 to 1920. I search through her journalist writings produced in the feminine magazine Via Láctea (1914-1915) her idealization, and as in the newspaper A República e Diário de Natal, in the decade of 1920 establishing relationships with education, mostly because of her production in the pages of the paper articles regarding feminine education and women condition. At the same time I sketch the biographic profile of Palmyra Wanderley relating her to the historical moment that she lived. To achieve the proposed goals I begin with a documental research within the available archives and use other sources like pictures and interviews with her relatives. The results of the research show that the worry of Palmira Wanderley with the education in our state, goes beyond her published writings in magazines and newspapers. She has been ahead of Escola de Comércio Feminino and Aliança Feminina, she has also done a conference in the House of the Young Single Ladies' Protection (Casa de Proteção às Moças Solteiras), institution of the Aliança s responsibility that offered shelter, food, formal and religious education to the workers of the Fabric Factory of Natal (Fábrica Tecidos de Natal). Her involvement evidences her contribution to the historiography of the education in Rio Grande do Norte, specially the history of women education ensuring her presence in the day by day history

Avaliação de um programa de intervenção de habilidades sociais educativas parentais: um estudo-piloto

Estudos têm apontado relações entre déficits de habilidades sociais educativas de pais e problemas de comportamento de seus filhos. Nesse sentido, esta pesquisa visa a descrever os efeitos de um procedimento de intervenção com pais, o qual pretendeu promover suas habilidades sociais educativas. Participaram dois pais e sete mães, que elegeram o filho com o qual descreveram ter maiores dificuldades de relacionamento. Para a avaliação: 1) das dificuldades dos pais, foi utilizada uma entrevista estruturada, e 2) dos procedimentos de intervenção, foram utilizados: a) questionário de habilidades sociais educativas parentais (QHSE-P) e b) inventário de habilidades sociais (IHS-Del Prette). Os resultados das comparações pré e pós-intervenção do IHS-Del Prette mostraram aumento no escore dos grupos; as comparações do QHSE-P apontaram aquisições de diversas habilidades sociais educativas: expressar sentimentos positivos, agradecer elogios, dizer não e negociar limites. Discute-se a necessidade de procedimentos de promoção de habilidades sociais educativas para ampliar o repertório social parental.

As relações de gênero no trabalho: uma análise da inserção das mulheres e homens na rede de fast food

The purpose of this study was investigate the sexual division of the work in a chain of fast food, in Natal, RN. These aspects were analyzed with the ways of organization of the work, being made a case study. The main objective of this survey was to analyze the influence of gender relations in the insertion of men and women in the job market and to analyze the question of feminine submission in the professional world. These questions were analyzed considering the current period of the worldwide capitalism, from the characteristics of productive process and the growth of the service sectors. The research was made with a group of workers on the production sectors; attendance, management and human resources at restfood store, where six clerks were interviewed. Through our research, it is possible to perceive the permanence of the sexual division at the job in the interior of the productive processes at Restfood, that puts the woman in a subordinate position in relation to the man. This result can be confirmed if we considerate that the women, on this chain of food, occupy in first place the function of waitress and on this, trere s no functional progression, while her workmates (the men) for occupying other functions can progress inside the company. It was also evidenced that in a context of globalization of the capital, deregulation and disrespect of labor laws, the capital acts without any respect to workers. That was what we observed at the interviewer speech; the scarcity of the conditions of work and the constant disrespect of the labor laws. This way, we could evidence that the scarcity of work conditions hit men and women, but it has a crueler face with the women, and this one reproduces itself, day by day in the process of social reproduction, through family life, insertion in the world of the work, information and received social education. So, the capital explores all of them, but the gender relations create to the capital, the possibility of a different degree of exploration, becoming this way, the women main victims herself

Educación, desarrollo y ciudadanía en América Latina: propuestas para el debate

Incluye Bibliografía

Mercado e trabalho no ensino superior

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O papel dos projetos sociais na vida de adolescentes em contextos potenciais de rico e processos de resiliência

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

Meninas confinadas. Perfil das jovens em cumprimento de medida de internação em São Paulo e no Pará

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Ser professor no século XXI: notas para uma discussão política

Among living beings, the human species is distinguished by the need to produce material and intentionally its existence through labor, an important part of a process of humanization. However, in the current historical conditions, the work does not meet the vital needs of the vast majority, as they do not owned what they produce, they do not realize as humans beings in work activity, they dehumanize themselves. Since, even in such conditions, continue to work everyday, we ask ourselves how they support the condition in which they live. As the decision of the historical men are defined by the education process they experienced, we question whether the schooling that take places in capitalist public school has the purpose of developing an instruction in the working class graduating to be exploited at work throughout life, consenting to be bound of the relationships use of themselves by others, multiple determinate, while they are adapted to a life without the products work. Our hypothesis is that to make this education project, the public school needed to assimilate the scientific management, developed by Frederyck Taylor, in the pedagogical organization. We based on dialectical and historical materialism, which we established the public school environment as reproducing the class struggle, highlighting the teacher work. The research was conducted in a Bauru’s public school, where teachers answered questionnaires that were used to analyze the formulated hypothesis

A educação de adultos como socialização: Hannah Arendt versus Paulo Freire

This paper analyzes data under diametrically opposed theoretical frameworks. Encouraged by the sudden and recent popularity of Hannah Arendt, we decided to submit the data of a already presented dissertation to a “new” reference, extracted from Arendt’s famous text on the education crisis in the United States in the 1950. Data had been interpreted in the light of Paulo Freire’s epistemology. In further analyzes, from Arendt, our interpretations gained even more strength. However, in the final comparison between the two thinkers stand out irreconcilable differences: For Arendt, it is impossible to educate adults and the world of education should be detached from the world of politics, since the responsibility of the educator is based on tradition and authority while for Freire is indeed possible to educate adults and the responsibility of the educator – as in Sartre – leads to freedom. Our conclusion is to be possible the social education of adults if we educate ourselves with them in a dialogic relationship.

Contribuições da Psicologia Histórico-Cultural para a formação e atuação do psicólogo em contexto de Educação Inclusiva

Este texto objetiva discutir contribuições da Psicologia Histórico-Cultural para a formação e a atuação do psicólogo junto à educação, num contexto de Educação Inclusiva. Destacam-se os fundamentos e princípios da educação para pessoas com deficiência, bem como postulados da teoria de Vigotski referentes à formação e à atuação dos psicólogos. Considera-se que a perspectiva teórica elaborada pelo autor soviético contribui por: destacar a transitoriedade dos eventos e fenômenos; atrelar o mundo das ideias, valores e representações à vida objetiva e à prática social; relacionar propostas educacionais a um dado projeto de sociedade; defender a possibilidade do desvendamento da constituição social do psiquismo e da possível intervenção sobre a mesma; requisitar uma condição de desenvolvimento humano sobre o patamar do homem cultural e livre. Por fim, destaca-se o fato de que a Educação Inclusiva deve se referir ao processo de apropriação e usufruto das produções humanas mais complexas, elaboradas nas diferentes áreas da vida e do conhecimento.